Boston Public Schools
Teacher - Dual Language [Haitian Creole] Elementary/ESL (Long-Term Substitute) (
Boston Public Schools, Boston, Massachusetts, us, 02298
Teacher - Dual Language [Haitian Creole] Elementary/ESL (Long-Term Substitute) (SY25-26)
Join to apply for the
Teacher - Dual Language [Haitian Creole] Elementary/ESL (Long-Term Substitute) (SY25-26)
role at
Boston Public Schools .
THIS IS A LONG-TERM SUB POSITION that is expected to start on 10/01/2025 and end on 04/27/2026. All substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
This position is located in a [Haitian Creole]/English dual language school, so candidates must be bilingual and bi-literate in Haitian Creole. An English as a Second Language license at the appropriate level is highly preferred.
Boston Public Schools seeks an exceptional
Dual Language [Haitian Creole]/Elementary Teacher
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of School.
Responsibilities
Teach Elementary in a Dual Language Setting.
Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas.
Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum.
Administer district mid-year and end-of-year assessments in accordance with district guidelines.
Core Competencies
Accountability for Student Achievement – Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort.
Assesses students’ understanding regularly with ambitious learning goals in mind, and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks.
Passionate and optimistic about students, content, and the teaching profession.
Communicating Content Knowledge – Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires.
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards.
Conveys content in creative and engaging ways that align to standards.
Equitable & Effective Instruction – Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work.
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation.
Builds a productive learning environment where every student participates and is valued as part of the class community.
Cultural Proficiency – Actively creates and maintains an environment respecting diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement – Engages with families and builds collaborative, respectful relationships with them in service of student learning.
Professional Reflection & Collaboration – Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development; participates in a collaborative adult learning community.
Qualifications – Required
Hold a Bachelor’s degree.
Hold a Massachusetts Teaching License in Elementary 1-6.
Hold a Bilingual Education Endorsement (or equivalent Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the Department).
Meet all state and federal guidelines to be fully licensed and highly qualified.
Ability to meet the Standards of Effective Teaching established by Boston Public Schools as outlined above.
Current authorization to work in the United States (must have such authorization by first day of employment).
Qualifications – Preferred
Experience teaching in urban schools.
Dual certification in ESL.
Degree in Education.
Fluent in one of BPS’s official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Preferred certification in subject area and one or both of: Moderate Disabilities, English as a Second Language (at the appropriate grade level).
Terms BTU, Group I. Salary and benefits are listed by union and grade/step. Start and end times of BPS schools vary. Some schools have a longer school day through the Schedule A Expanded Learning Time agreement.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.
Seniority level
Entry level
Employment type
Full-time
Job function
Education and Training
Industries
Education Administration Programs
#J-18808-Ljbffr
Teacher - Dual Language [Haitian Creole] Elementary/ESL (Long-Term Substitute) (SY25-26)
role at
Boston Public Schools .
THIS IS A LONG-TERM SUB POSITION that is expected to start on 10/01/2025 and end on 04/27/2026. All substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
This position is located in a [Haitian Creole]/English dual language school, so candidates must be bilingual and bi-literate in Haitian Creole. An English as a Second Language license at the appropriate level is highly preferred.
Boston Public Schools seeks an exceptional
Dual Language [Haitian Creole]/Elementary Teacher
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of School.
Responsibilities
Teach Elementary in a Dual Language Setting.
Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas.
Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum.
Administer district mid-year and end-of-year assessments in accordance with district guidelines.
Core Competencies
Accountability for Student Achievement – Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort.
Assesses students’ understanding regularly with ambitious learning goals in mind, and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks.
Passionate and optimistic about students, content, and the teaching profession.
Communicating Content Knowledge – Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires.
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards.
Conveys content in creative and engaging ways that align to standards.
Equitable & Effective Instruction – Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work.
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation.
Builds a productive learning environment where every student participates and is valued as part of the class community.
Cultural Proficiency – Actively creates and maintains an environment respecting diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement – Engages with families and builds collaborative, respectful relationships with them in service of student learning.
Professional Reflection & Collaboration – Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development; participates in a collaborative adult learning community.
Qualifications – Required
Hold a Bachelor’s degree.
Hold a Massachusetts Teaching License in Elementary 1-6.
Hold a Bilingual Education Endorsement (or equivalent Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the Department).
Meet all state and federal guidelines to be fully licensed and highly qualified.
Ability to meet the Standards of Effective Teaching established by Boston Public Schools as outlined above.
Current authorization to work in the United States (must have such authorization by first day of employment).
Qualifications – Preferred
Experience teaching in urban schools.
Dual certification in ESL.
Degree in Education.
Fluent in one of BPS’s official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Preferred certification in subject area and one or both of: Moderate Disabilities, English as a Second Language (at the appropriate grade level).
Terms BTU, Group I. Salary and benefits are listed by union and grade/step. Start and end times of BPS schools vary. Some schools have a longer school day through the Schedule A Expanded Learning Time agreement.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.
Seniority level
Entry level
Employment type
Full-time
Job function
Education and Training
Industries
Education Administration Programs
#J-18808-Ljbffr