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

We need to produce HTML fragment with sections: About the role? The posting includes description about role, responsibilities, qualifications, core competencies, etc. We need to use

for section headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections when posting has real specific content. We have content for About the role (description of position, long-term sub, start date, per diem rate, etc). Responsibilities (list of duties). Qualifications (required education, license, etc). Skills (core competencies). Benefits? Not mentioned. Pay? It says per diem rate of pay, but not specific amount; it's generic "All substitutes begin at the per diem rate of pay." That's not specific numeric; but it's still pay info? The rule: never create Pay/Schedule/Benefits sections unless posting actually states them. It states per diem rate of pay, but not amount. Is that considered stating them? It says "All substitutes begin at the per diem rate of pay." That's a statement about pay but not specific. The rule says: never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. The phrase "per diem rate of pay" is not a specific amount but it's still stating that there is a per diem rate. Might be considered stating them? The instruction: "Prefer a few substantive sections over many thin ones." Might be better to omit Pay section because it's not specific amount. Similarly Schedule: they mention start and end times vary, schedule A etc. That's schedule info but not specific. Could include Schedule section? It says "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." That's schedule info but not specific times. Might be considered stating schedule? It's not specific times but it's describing variability. Might be considered not specific enough. Safer to omit Pay and Schedule sections. Benefits: not mentioned. So sections: About the role, Responsibilities, Qualifications, Skills (Core Competencies). Also maybe Requirements? The qualifications includes required education level etc. Could combine Requirements and Qualifications? The instruction: Use headings for those specific names. We have both Qualifications and Requirements. The posting has "Qualifications - Required Education Level:" and also "Qualifications - Preferred Experience". Could treat that as Qualifications section. Requirements maybe not separate. We could have a Requirements section for required education/license etc. But we have that content under Qualifications. To avoid duplication, we could have Qualifications section containing both required and preferred. Or we could split: Requirements for required, Qualifications for preferred. But the instruction says use those headings when posting has real specific content. We have content for both required and preferred. Could make two sections: Requirements (required education/license) and Qualifications (preferred experience, language, etc). That seems reasonable. Thus sections: About the role, Responsibilities, Requirements, Qualifications, Skills. Now we need to format content. About the role: include long-term sub position details, start immediately, end 10/15/2026, per diem subs, per diem rate, link to website, mission statement etc. Must preserve all substantive information. Should not repeat job title as heading. Should not include boilerplate like EEO etc. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The posting includes a lot of EEO statement at end; we must remove that. Also remove accommodation request line? That's part of EEO? It's about accommodation for application process; likely considered boilerplate; remove. Also remove the link? The link to website is substantive? It's about becoming a BPS sub; could keep as part of About the role. It's not boilerplate. Keep. Responsibilities: list bullet points from "Teach: Early Childhood General Curriculum..." etc. Also includes core competencies? Actually core competencies are separate. Responsibilities list includes: Teach..., Implement..., Provide small-group instruction..., Write and implement goals..., Provide needed accommodations..., If needed develop..., Collaborate as a team member... Also maybe "Reports to: Principal/Head of school" could be part of About the role? Could be a metadata line; we could include in About the role as a short p. But we can also put in Responsibilities? Probably better to include in About the role as a short sentence. Requirements: required education level: Bachelor's degree, Massachusetts Teaching License in Moderate Disabilities (PK-8) AND Early Childhood, meet state/federal guidelines to be fully licensed and Highly Qualified, ability to meet Standards of Effective Teaching, current authorization to work in US. Qualifications: Preferred: Experience teaching in urban schools, Hold either SEI Endorsement OR ESL License (PK-6), Degree in Special Education, BPS values linguistic diversity, languages list, preference for core content teachers certified in subject area and Moderate Disabilities or ESL. Skills: Core Competencies list with bullet points under each competency category. We need to preserve all substantive information; we can list each bullet as

. Could group under headings? But we only allowed

for section headings, not subheadings. Could just list all competencies as a flat list. Might lose some structure but okay. Could also keep categories as part of list items text. We'll output each competency as

with the description. We must not include filler like "commensurate with experience". Not present. Now produce HTML fragment:

About the role

...

Then

Responsibilities

...

Then

Requirements

...

Then

Qualifications

...

Then

Skills

...

Make sure to preserve all details. Let's craft About the role paragraph: "This is a long-term substitute position expected to start immediately and end on October 15, 2026. All substitute teachers are hired as per diem subs, even when placed in long‑term assignments, and begin at the per diem rate of pay. 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. The role reports to the Principal/Head of school. BPS is 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. The district supports teacher creativity and innovation and respects teachers’ skills and abilities. For more information about becoming a BPS substitute, visit https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central." We need to keep the link as is. Responsibilities bullets: - 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 Also maybe include "Reports to: Principal/Head of school" but we already included in About the role. Requirements bullets: - 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 (must have by first day of employment) Qualifications bullets: - Preferred experience teaching in urban schools - Hold either SEI Endorsement OR ESL License (PK-6) - Degree in Special Education - BPS values linguistic diversity; candidates who speak another language bring added value to the classroom, school, and district culture - BPS is particularly interested in candidates 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)) Skills bullets (core competencies). We'll list each competency description as given. We need to extract each bullet from the core competencies list. The text includes: 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 turn each sentence into

. Some are grouped under headings; we can keep them as separate items. Let's list: - 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 - 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 - Scaffolds and