Teacher - Early Childhood and Moderate Disabilities/Inclusion[Anticipated Vacancy] (Long Term Substitute) (SY26-27)
for each section heading. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to preserve all substantive information; do not invent or summarize away detail. So we need to include all details from the posting, except boilerplate.
Let's extract details:
About the role prose:
- Anticipated long-term sub vacancy position expected to start on 01/09/2027 and end on the last day of school.
- 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, refer to website (URL).
- Boston Public Schools seeks an exceptional Early Childhood and Special Education Teacher with an SEI endorsement 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 environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
- Reports to: Principal/Head of school
We could keep "Reports to: Principal/Head of school" as a sentence.
Now Responsibilities list:
From posting:
Responsibilities
Teach: Early Childhood General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.
Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
Provide needed accommodations for student learning and testing when required.
If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
We need to preserve each as list items.
Now Qualifications (Required):
- Hold a Bachelor's degree.
- Hold a Massachusetts Teaching License in Moderate Disabilities (PK-8) AND Early Childhood AND either SEI Endorsement OR ESL License (PK-6).
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
- Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Also maybe "Terms: BTU, Group I" could be part of Qualifications? It's about union terms. Could be included under Qualifications or maybe a separate section but not required. Since we have no specific heading for Terms, we could include it under Qualifications as a note.
Preferred qualifications:
- Experience teaching in urban schools.
- Degree in Special Education.
- BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity.
- BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
- In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
We could include these under Qualifications as a Preferred subsection, maybe as a list.
Now Skills (Core Competencies):
List from posting:
Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:
Then bullet points grouped under categories:
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 their students, their content, and the teaching profession
Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
- 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
- Can convey content in creative and engaging ways that align to standards
Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
- 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 (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)
- Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
Parent/Family Engagement (III-A-1. Parent/Family Engagement)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
- Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
We need to preserve all these as list items. Could group under headings? But we only have
for section headings; inside we can have - . Could we include subheadings inside? Not required; we can just list all items. However we need to preserve the grouping maybe as part of text. Could include each bullet as
- with the description. The grouping headings like "Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)" could be a
- containing that heading and then sub-items? But we need to keep structure. Simpler: treat each bullet point as a list item, including the category headings as items themselves? Might lose nuance. Better to keep category headings as inside
- and then sub-items as nested
. However instructions only say use - for any list of duties/requirements/benefits. It doesn't forbid nested lists. We can do nested lists for clarity.
Thus for Skills section, we can have
with each main competency as - containing a heading and then a nested
for the sub-items.
Now we need to output only HTML fragment, no /, no
for prose. We need to preserve all substantive information; do not invent or summarize away detail. So we need to include all details from the posting, except boilerplate. Let's extract details: About the role prose: - Anticipated long-term sub vacancy position expected to start on 01/09/2027 and end on the last day of school. - 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, refer to website (URL). - Boston Public Schools seeks an exceptional Early Childhood and Special Education Teacher with an SEI endorsement 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 environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. - Reports to: Principal/Head of school We could keep "Reports to: Principal/Head of school" as a sentence. Now Responsibilities list: From posting: Responsibilities Teach: Early Childhood General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI) Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development. Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum. Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development. Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development. Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. We need to preserve each as list items. Now Qualifications (Required): - Hold a Bachelor's degree. - Hold a Massachusetts Teaching License in Moderate Disabilities (PK-8) AND Early Childhood AND either SEI Endorsement OR ESL License (PK-6). - Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. - Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. - Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Also maybe "Terms: BTU, Group I" could be part of Qualifications? It's about union terms. Could be included under Qualifications or maybe a separate section but not required. Since we have no specific heading for Terms, we could include it under Qualifications as a note. Preferred qualifications: - Experience teaching in urban schools. - Degree in Special Education. - BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. - BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. - In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). We could include these under Qualifications as a Preferred subsection, maybe as a list. Now Skills (Core Competencies): List from posting: Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess: Then bullet points grouped under categories: 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 their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) - 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 - Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) - 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 (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) - Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement (III-A-1. Parent/Family Engagement) - Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) - Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development - Seeks to participate in and contribute to a collaborative adult learning community. We need to preserve all these as list items. Could group under headings? But we only have
for section headings; inside we can have - . Could we include subheadings inside? Not required; we can just list all items. However we need to preserve the grouping maybe as part of text. Could include each bullet as
- with the description. The grouping headings like "Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)" could be a
- containing that heading and then sub-items? But we need to keep structure. Simpler: treat each bullet point as a list item, including the category headings as items themselves? Might lose nuance. Better to keep category headings as inside
- and then sub-items as nested
. However instructions only say use - for any list of duties/requirements/benefits. It doesn't forbid nested lists. We can do nested lists for clarity.
Thus for Skills section, we can have
with each main competency as - containing a heading and then a nested
for the sub-items.
Now we need to output only HTML fragment, no /, no
- . However instructions only say use
- for any list of duties/requirements/benefits. It doesn't forbid nested lists. We can do nested lists for clarity.
Thus for Skills section, we can have
- with each main competency as
- containing a heading and then a nested
- for the sub-items.
Now we need to output only HTML fragment, no /, no
- containing a heading and then a nested