Boston Public Schools
Teacher - English as a Second Language (Long Term Substitute) [Part Time 0.6 FTE
Boston Public Schools, Boston, Massachusetts, us, 02298
Teacher - English as a Second Language (Long Term Substitute) [Part Time 0.6 FTE] (SY25-26)
Boston Public Schools seeks an exceptional
English as a Second Language (ESL) Teacher
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This long‑term substitute position is expected to start as soon as possible and end on 05/25/2026. 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.
Reports to: Principal/Head of school
Responsibilities
Provide ESL instruction to Multilingual Learners identified as English Learners.
Collaborate and communicate with students’ content teachers to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
Collaborate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
Assist with the oversight and delivery of ACCESS administration.
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
Demonstrate cultural proficiency and use effective and culturally‑relevant instructional practices.
Integrate technology into the classroom as an instructional tool and for personal productivity.
Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
Attend district and state‑sponsored professional development opportunities to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Core Competencies
Accountability for Student Achievement – Sets ambitious learning goals for all students, models that all students can master challenging material, assesses regularly with ambitious learning goals in mind, and takes ownership of making necessary adjustments to instruction.
Communicating Content Knowledge – Demonstrates mastery of and enthusiasm for the content area, connects to standards, conveys content in engaging ways.
Equitable & Effective Instruction – Scaffolds and differentiates instruction to support all students, uses practices that challenge, motivate, and engage all students, builds a productive learning environment.
Cultural Proficiency – Actively creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement – Builds collaborative, respectful relationships with families to support student learning.
Professional Reflection & Collaboration – Reflects on practice, seeks and responds to feedback, demonstrates self‑awareness and commitment to continuous learning, participates in a collaborative adult learning community.
Qualifications – Required
Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
Complete state and federal guidelines to be fully licensed and “Highly Qualified.”
Meet the Standards of Effective Teaching established by Boston Public Schools.
Have authorization to work in the United States by the first day of employment.
Model excellent spoken and written English for students learning English in school.
Qualifications – Preferred
Experience teaching in an urban setting.
Fluency in one of BPS’s official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Preferred certification in content area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
School start and end times vary, as do the lengths of the school day. Some schools have a longer day through the “Schedule A” Expanded Learning Time (ELT) agreement.
Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy‑related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias‑based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.
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English as a Second Language (ESL) Teacher
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This long‑term substitute position is expected to start as soon as possible and end on 05/25/2026. 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.
Reports to: Principal/Head of school
Responsibilities
Provide ESL instruction to Multilingual Learners identified as English Learners.
Collaborate and communicate with students’ content teachers to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
Collaborate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
Assist with the oversight and delivery of ACCESS administration.
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
Demonstrate cultural proficiency and use effective and culturally‑relevant instructional practices.
Integrate technology into the classroom as an instructional tool and for personal productivity.
Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
Attend district and state‑sponsored professional development opportunities to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Core Competencies
Accountability for Student Achievement – Sets ambitious learning goals for all students, models that all students can master challenging material, assesses regularly with ambitious learning goals in mind, and takes ownership of making necessary adjustments to instruction.
Communicating Content Knowledge – Demonstrates mastery of and enthusiasm for the content area, connects to standards, conveys content in engaging ways.
Equitable & Effective Instruction – Scaffolds and differentiates instruction to support all students, uses practices that challenge, motivate, and engage all students, builds a productive learning environment.
Cultural Proficiency – Actively creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement – Builds collaborative, respectful relationships with families to support student learning.
Professional Reflection & Collaboration – Reflects on practice, seeks and responds to feedback, demonstrates self‑awareness and commitment to continuous learning, participates in a collaborative adult learning community.
Qualifications – Required
Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
Complete state and federal guidelines to be fully licensed and “Highly Qualified.”
Meet the Standards of Effective Teaching established by Boston Public Schools.
Have authorization to work in the United States by the first day of employment.
Model excellent spoken and written English for students learning English in school.
Qualifications – Preferred
Experience teaching in an urban setting.
Fluency in one of BPS’s official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Preferred certification in content area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
School start and end times vary, as do the lengths of the school day. Some schools have a longer day through the “Schedule A” Expanded Learning Time (ELT) agreement.
Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy‑related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias‑based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.
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