Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 2 [Long-Term Substitute] (SY26-27)
for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must include sections only when posting has real specific content. We have: About the role (description of position). Responsibilities (list). Qualifications (required and preferred). Possibly Skills (core competencies). Benefits? Not mentioned. Pay? Not specific (just per diem rate, but not amount). The instruction: never create Pay/Schedule/Benefits sections unless posting actually states them. It mentions per diem rate but not amount; "All substitutes begin at the per diem rate of pay." That's still not a specific amount; but it's still pay info. However they said "never emit a heading followed by filler/placeholder text (e.g. 'commensurate with experience', 'not specified', 'N/A', 'varies', 'TBD')". The phrase "per diem rate of pay" is not a specific amount; but it's still a statement about pay. Might be considered filler? It's not a specific number, but it's still info. The instruction says do not create Pay section unless posting actually states them. It does state that substitutes begin at per diem rate of pay. That's a statement about pay. However it's vague. Might be considered not specific enough. Safer to omit Pay section. Schedule: they gave start and end dates: "expected to start on 10-07-2026 and end on 04-05-2027." That's schedule info. So we can include Schedule section with those dates. Benefits: not mentioned. Skills: core competencies list can be Skills section. Qualifications: required and preferred. Responsibilities: list.
We need to not repeat job title as heading. No Job ID. Remove boilerplate like EEO, accommodation contact, etc. Also remove navigation, legal, etc. We must preserve all substantive information. So we need to keep the description about BPS vision, etc. That's part of About the role.
We need to format lists with - . For prose use
.
We need to include headings only when content exists.
Thus sections: About the role, Responsibilities, Qualifications, Skills, Schedule.
Let's extract content.
About the role: The posting includes: "THIS IS A LONG-TERM SUB POSITION that is expected to start on 10-07-2026 and end on 04-05-2027. 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 Elementary 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."
We should keep that as prose. Possibly split into paragraphs but okay.
Responsibilities: bullet list after "Responsibilities". The text:
- Teach: Elementary 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 keep each as
- .
Qualifications: There's "Qualifications - Required Education Level: Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level. 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."
Then "Qualifications - Preferred 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 can combine required and preferred under Qualifications heading, maybe separate subheadings? But only allowed headings are the listed ones; we can't add custom headings. So we can just put all qualifications content in
or
. Probably better to split required and preferred as separate paragraphs.
Skills: Core Competencies list. That's a list of competencies with sub-bullets. We'll output as - each competency (the bolded headings). 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'll output each as
- .
Schedule: start and end dates. Also note that it's long-term sub position. We'll put that in
.
We must not include boilerplate: EEO statement, accommodation contact, nondiscrimination policies, etc. Remove those lines.
Also remove "For further information about becoming a BPS sub, please refer to our website (https://...)"? That's a link; it's substantive? It's a reference for further info. Might be considered boilerplate? It's a link to website; but it's not navigation. Might be considered useful. The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The link to website is not exactly those; it's a reference for further info about becoming a BPS sub. Could be considered application instruction? It's not exactly instruction to apply. Might keep. But safer to keep? The instruction says remove application instructions. This is a link to further info about becoming a BPS sub, not exactly how to apply. Might be okay to keep. However it's a URL; we can keep as part of About the role.
We also need to remove duplicated lines. Not seeing duplicates.
Now produce HTML fragment.
Structure:
About the role
...
Responsibilities
- ...
...
Qualifications
Required: ...
Preferred: ...
Skills
- ...
...
Schedule
Expected start date: 10-07-2026; expected end date: 04-05-2027. This is a long‑term substitute position.
Make sure to preserve all info. Let's craft the About the role paragraph: combine sentences.
About the role paragraph: "THIS IS A LONG-TERM SUB POSITION that is expected to start on 10-07-2026 and end on 04-05-2027. 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 Elementary 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."
We'll keep that as one .
Now Responsibilities list: ensure each bullet matches.
Qualifications required paragraph: "Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level. 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."
Preferred paragraph: "Experience teaching in urban schools preferred. Degree in Special Education preferred. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. B
. We need to include headings only when content exists. Thus sections: About the role, Responsibilities, Qualifications, Skills, Schedule. Let's extract content. About the role: The posting includes: "THIS IS A LONG-TERM SUB POSITION that is expected to start on 10-07-2026 and end on 04-05-2027. 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 Elementary 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." We should keep that as prose. Possibly split into paragraphs but okay. Responsibilities: bullet list after "Responsibilities". The text: - Teach: Elementary 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 keep each as
or
- . Probably better to split required and preferred as separate paragraphs.
Skills: Core Competencies list. That's a list of competencies with sub-bullets. We'll output as
- each competency (the bolded headings). 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'll output each as
- .
Schedule: start and end dates. Also note that it's long-term sub position. We'll put that in
. We must not include boilerplate: EEO statement, accommodation contact, nondiscrimination policies, etc. Remove those lines. Also remove "For further information about becoming a BPS sub, please refer to our website (https://...)"? That's a link; it's substantive? It's a reference for further info. Might be considered boilerplate? It's a link to website; but it's not navigation. Might be considered useful. The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The link to website is not exactly those; it's a reference for further info about becoming a BPS sub. Could be considered application instruction? It's not exactly instruction to apply. Might keep. But safer to keep? The instruction says remove application instructions. This is a link to further info about becoming a BPS sub, not exactly how to apply. Might be okay to keep. However it's a URL; we can keep as part of About the role. We also need to remove duplicated lines. Not seeing duplicates. Now produce HTML fragment. Structure:
About the role
...
Responsibilities
- ... ...
Qualifications
Required: ...
Preferred: ...
Skills
- ... ...
Schedule
Expected start date: 10-07-2026; expected end date: 04-05-2027. This is a long‑term substitute position.
Make sure to preserve all info. Let's craft the About the role paragraph: combine sentences. About the role paragraph: "THIS IS A LONG-TERM SUB POSITION that is expected to start on 10-07-2026 and end on 04-05-2027. 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 Elementary 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." We'll keep that as one. Now Responsibilities list: ensure each bullet matches. Qualifications required paragraph: "Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level. 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." Preferred paragraph: "Experience teaching in urban schools preferred. Degree in Special Education preferred. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. B