Boston Public Schools
Teacher - English as a Second Language, Gr. K-6, Part-Time .4 FTE [Long Term Sub
Boston Public Schools, Boston, Massachusetts, us, 02298
Teacher - English as a Second Language, Gr. K-6, Part-Time .4 FTE [Long Term Substitute] (SY25-26)
1 week ago Be among the first 25 applicants
THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 06/30/2026. Please note that 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).
Boston Public Schools seeks an exceptional Part-Time
English as a Second Language (ESL) 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, the 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 custa environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of school
Responsibilities
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
Collabor ayay and communicate with the students’ content teacher(s) to align instruction and support to both the studentsána English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
Collaborate and communicate 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 Pradesh.
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 sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Core Competencies
Accountability for Student Achievement
– includes 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 achieve those goals.
Passionate and optimistic about students, content, and the teaching profession.
Communicates content knowledge –
Subject Matter Knowledge, Well-Structured Lessons.
– conveys content in creative and engaging ways that align to standards.
Equitable & Effective Instruction –
Meeting Diverse Needs, Student Engagement, Safe Learning Environment.
– scaffolds and differentiates instruction so all students can engage in rigorous academic work.
Cultural Proficiency –
Respects Differences, Maintains a Respectful Environment.
– creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement –
Parent/Family Engagement.
– builds collaborative relationships with families to support student learning.
Professional Reflection & Collaboration –
Reflective Practice, Professional Collaboration.
– reflects on practice, seeks feedback, and demonstrates commitment to continuous learning.
Qualifications – Required
Education Level: 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.”
Ability卷 to meet the Standards of Effective Teaching established by the Boston Public Schools.
Current authorization to work in the United States – candidates must have such authorization by the first day of employment.
Able to 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, & Somali.
Preferred core content teachers to be certified in their subject area and one or both of: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms dette BTU, Group I
Salary and compensation details: Please refer to www.bostonpublicschools.org/ohr (under “Employee Benefits and Policies”) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the “Schedule A” Expanded Learning Time (ELT) agreement.
Seniority Level Entry level
Employment Type Part-time
Job Function Education and Training
Industries Education Administration Programs
The Boston Public Schools, in accordance with itsقي discrimination 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,Muito 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, bias-based intimidation, threat or harassment that demeans individuals’kaz 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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THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 06/30/2026. Please note that 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).
Boston Public Schools seeks an exceptional Part-Time
English as a Second Language (ESL) 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, the 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 custa environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of school
Responsibilities
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
Collabor ayay and communicate with the students’ content teacher(s) to align instruction and support to both the studentsána English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
Collaborate and communicate 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 Pradesh.
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 sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Core Competencies
Accountability for Student Achievement
– includes 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 achieve those goals.
Passionate and optimistic about students, content, and the teaching profession.
Communicates content knowledge –
Subject Matter Knowledge, Well-Structured Lessons.
– conveys content in creative and engaging ways that align to standards.
Equitable & Effective Instruction –
Meeting Diverse Needs, Student Engagement, Safe Learning Environment.
– scaffolds and differentiates instruction so all students can engage in rigorous academic work.
Cultural Proficiency –
Respects Differences, Maintains a Respectful Environment.
– creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement –
Parent/Family Engagement.
– builds collaborative relationships with families to support student learning.
Professional Reflection & Collaboration –
Reflective Practice, Professional Collaboration.
– reflects on practice, seeks feedback, and demonstrates commitment to continuous learning.
Qualifications – Required
Education Level: 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.”
Ability卷 to meet the Standards of Effective Teaching established by the Boston Public Schools.
Current authorization to work in the United States – candidates must have such authorization by the first day of employment.
Able to 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, & Somali.
Preferred core content teachers to be certified in their subject area and one or both of: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms dette BTU, Group I
Salary and compensation details: Please refer to www.bostonpublicschools.org/ohr (under “Employee Benefits and Policies”) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the “Schedule A” Expanded Learning Time (ELT) agreement.
Seniority Level Entry level
Employment Type Part-time
Job Function Education and Training
Industries Education Administration Programs
The Boston Public Schools, in accordance with itsقي discrimination 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,Muito 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, bias-based intimidation, threat or harassment that demeans individuals’kaz 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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