Teacher - Early Childhood and Moderate Disabilities/Inclusion, Gr. K0/K1 (Long Term Substitute) (SY26-27)

This is a long-term substitute position expected to start on 09/10/2026 and end on 04/05/2027. All substitute teachers are hired as per diem substitutes, even for long-term assignments, and begin at the per diem rate of pay.

About the role

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 opportunity for teachers who desire to serve where their efforts matter. In BPS, teachers and leaders are committed to high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap among subgroups.

BPS is a great place for those who seek to work in an environment that supports creativity, innovation, and respects teachers' skills and abilities.

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 aligned with state frameworks, 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, regular progress reports on student development.
• Provide needed accommodations for student learning and testing when required.
• Develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development, if needed.
• Collaborate as a team member within the school building to support other staff in responding to student needs for modification.

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 and takes ownership of making necessary adjustments to instruction.
• Communicating Content Knowledge: Demonstrates mastery of and enthusiasm for the content area and its pedagogy. Conveys content in creative and engaging ways that align with standards and connect to real-world settings.
• Equitable & Effective Instruction: Scaffolds and differentiates instruction for all students to engage in complex thinking and rigorous academic work. Uses instructional practices that challenge, motivate, and facilitate equitable, active student participation. Builds a productive learning environment where every student is valued.
• Cultural Proficiency: Actively creates and maintains an environment where students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement: Engages with families and builds collaborative, respectful relationships in service of student learning.
• Professional Reflection & Collaboration: Regularly reflects on practice, seeks and responds to feedback, and demonstrates commitment to continuous learning. Participates in and contributes to a collaborative adult learning community.

Requirements

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in Moderate Disabilities (PK-8) AND Early Childhood.
• 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.
• Current authorization to work in the United States by the first day of employment.

Qualifications - Preferred

• Experience teaching in urban schools.
• Hold either SEI Endorsement OR ESL License (PK-6).
• Degree in Special Education.
• Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.

BPS values linguistic diversity and believes candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities or English as a Second Language (at the appropriate grade level(s)).

The start and end times of BPS schools vary, as do the lengths of the school day. Some schools have a longer day through the "Schedule A" Expanded Learning Time (ELT) agreement.