Teacher - English as a Second Language and Moderate Disabilities, (SY26-27)

About the Role

Boston Public Schools seeks an exceptional English as a Second Language (ESL) and Special Education/Moderate Disabilities teacher to join our community of teachers, learners, and leaders. This is an opportunity for educators who desire to serve where their efforts matter, working in an environment that supports creativity, innovation, and respects teaching skills and abilities. 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.

Responsibilities

• Teach English as a Second Language:
  • Provide ESL instruction to Multilingual Learners identified as English Learners.
  • Collaborate with content teachers to align instruction supporting English language development across listening, speaking, reading, and writing, as well as classroom instructional needs.
  • Work with the school’s instructional leadership team, coaches, and administration to ensure ELL students receive language support and academic assistance.
  • Assist with ACCESS administration and organize ELL student transition meetings for those exiting ELL services.
  • Plan and deliver lessons aligned to WIDA Instructional Standards for varying levels of English proficiency.
  • Demonstrate cultural proficiency and use culturally-relevant instructional practices.
  • Integrate technology into the classroom as an instructional tool and for personal productivity.
  • Demonstrate fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
  • Assist classroom teachers with mandated state and local assessments for English language learners.
  • Attend district and state-sponsored professional development to stay current with ELL instruction and strategies.
• Teach Moderate Disabilities:
  • Implement district learning goals and objectives aligned with state frameworks, identifying access points for student portfolio development.
  • Provide small-group instruction to students with moderate to severe cognitive delays to ensure progress in the general curriculum.
  • Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide regular progress reports.
  • Provide necessary accommodations for student learning and testing.
  • Develop and implement curriculum and analyze student work for MCAS Alternative Assessment as needed.
  • Collaborate with staff to support student needs for modification.
  • Assist with transition planning for adult living services as appropriate.
• Core Competencies:
  • Accountability for Student Achievement: Set ambitious learning goals, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort. Assess understanding regularly and adjust instruction to meet goals.
  • Communicating Content Knowledge: Demonstrate mastery of and enthusiasm for the content area and pedagogy. Connect subject matter to real-world settings and convey content in creative, engaging ways aligned with standards.
  • Equitable & Effective Instruction: Scaffold and differentiate instruction to engage all students in complex thinking and rigorous academic work. Build a productive learning environment where every student participates and is valued.
  • Cultural Proficiency: Actively create and maintain an environment respecting students’ diverse backgrounds, identities, strengths, and challenges.
  • Parent/Family Engagement: Engage with families and build collaborative, respectful relationships in service of student learning.
  • Professional Reflection & Collaboration: Reflect on practice, seek and respond to feedback, and commit to continuous learning. Contribute to a collaborative adult learning community.

Requirements

• Hold a Bachelor’s degree.
• Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
• Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level.
• Complete 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.
• Able to model excellent spoken and written English for students learning English in school.

Preferred Qualifications

• Experience teaching in an urban setting.
• Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
• Certification in both Moderate Disabilities and English as a Second Language at the appropriate grade level(s).

Terms: BTU, Group I. 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.