Boston Public Schools
Teacher - Severe Disabilities/[Autistic Programs] (Long-Term Substitute) (SY25-2
Boston Public Schools, Boston, Massachusetts, us, 02298
Teacher - Severe Disabilities/[Autistic Programs] (Long-Term Substitute) (SY25-26)
BOS seeks an exceptional
Special Education/Severe Disabilities
[Autistic Strand]
Teacher . This opportunity is for educators who want to make a difference. BPS values high expectations, equal access, and closing the achievement gap.
Reports to:
Principal/Head of School
Responsibilities
Implement district learning goals and objectives, in alignment with state frameworks, and identify access points for student portfolio development.
Provide small‑group instruction to students with moderate to severe cognitive delays, ensuring understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with each student’s Individualized Education Plan (IEP) and provide timely, regular progress reports.
Provide needed accommodations for learning and testing; develop curriculum and analyze student work for MCAS Alternative Assessment to ensure progress.
Collaborate as a team member to support other staff in responding to student needs for modification.
Assist students’ transition to adult living services as appropriate.
Core Competencies
Accountability for Student Achievement
(II‑A‑1. Quality of Effort and Work, II‑D‑2. High Expectations, I‑B‑2. Adjustments to Practice)
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 required pedagogy.
Shows 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 to enable all students to do complex thinking and rigorous academic work.
Uses instructional practices that challenge, motivate, and engage all students, facilitating equitable, active participation.
Builds a productive learning environment where every student participates and is valued.
Cultural Proficiency
Actively creates a respectful environment for students’ diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement
Builds collaborative, respectful relationships with families to support student learning.
Professional Reflection & Collaboration
Regularly reflects on practice, seeks, and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning.
Participates in and contributes to a collaborative adult learning community.
Qualifications - Required
Hold a Bachelor’s degree.
Hold a Massachusetts teaching license in severe disabilities (all levels).
Hold an ESL license (appropriate level) or SEI endorsement.
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Exhibit the BPS Standards of Effective Practice.
Have current authorization to work in the United States before the first day of employment.
Qualifications - Preferred
Experience teaching in urban schools.
Degree in special education.
Fluency in one of BPS’s official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, and Somali (adds value to classroom, school, and district culture).
Terms BTU, Group I. Salary and benefits: refer to the Boston Public Schools HR portal for details. Salary listed by union and grade/step.
#J-18808-Ljbffr
Special Education/Severe Disabilities
[Autistic Strand]
Teacher . This opportunity is for educators who want to make a difference. BPS values high expectations, equal access, and closing the achievement gap.
Reports to:
Principal/Head of School
Responsibilities
Implement district learning goals and objectives, in alignment with state frameworks, and identify access points for student portfolio development.
Provide small‑group instruction to students with moderate to severe cognitive delays, ensuring understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with each student’s Individualized Education Plan (IEP) and provide timely, regular progress reports.
Provide needed accommodations for learning and testing; develop curriculum and analyze student work for MCAS Alternative Assessment to ensure progress.
Collaborate as a team member to support other staff in responding to student needs for modification.
Assist students’ transition to adult living services as appropriate.
Core Competencies
Accountability for Student Achievement
(II‑A‑1. Quality of Effort and Work, II‑D‑2. High Expectations, I‑B‑2. Adjustments to Practice)
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 required pedagogy.
Shows 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 to enable all students to do complex thinking and rigorous academic work.
Uses instructional practices that challenge, motivate, and engage all students, facilitating equitable, active participation.
Builds a productive learning environment where every student participates and is valued.
Cultural Proficiency
Actively creates a respectful environment for students’ diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement
Builds collaborative, respectful relationships with families to support student learning.
Professional Reflection & Collaboration
Regularly reflects on practice, seeks, and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning.
Participates in and contributes to a collaborative adult learning community.
Qualifications - Required
Hold a Bachelor’s degree.
Hold a Massachusetts teaching license in severe disabilities (all levels).
Hold an ESL license (appropriate level) or SEI endorsement.
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Exhibit the BPS Standards of Effective Practice.
Have current authorization to work in the United States before the first day of employment.
Qualifications - Preferred
Experience teaching in urban schools.
Degree in special education.
Fluency in one of BPS’s official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, and Somali (adds value to classroom, school, and district culture).
Terms BTU, Group I. Salary and benefits: refer to the Boston Public Schools HR portal for details. Salary listed by union and grade/step.
#J-18808-Ljbffr