Teacher - Moderate Disabilities/Applied Behavior Analysis (ABA) (Long Term Substitute) (Anticipated Vacancy) (SY26-27)

About the role

This is an anticipated long-term substitute position expected to start on 10/19/2026 and ending on 01/04/2027. All substitute teachers are hired as per diem subs, even when placed in long-term assignments, beginning at the per diem rate of pay. Boston Public Schools seeks an exceptional Special Education Applied Behavior Analysis (ABA) Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. The role aligns with the district's vision of high expectations, equal access, academic proficiency, and closing achievement gaps.

Responsibilities

• 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.
• Provide assistance for students transitioning to adult living services where appropriate.

Requirements

Hold a Bachelor's degree. Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level. 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

• Preferred: Experience teaching in urban schools.
• Preferred: Degree in Special Education.
• Preferred: Hold either ESL License at the appropriate level or SEI Endorsement.
• Preferred: Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
• Preferred: Certification in subject area and one or both of Moderate Disabilities, English as a Second Language (appropriate grade level).

Skills

Core competencies identified by the Office of Human Resources using the Rubric of Effective Teaching:

• Accountability for Student Achievement – sets ambitious learning goals, creates cognitively demanding tasks, models belief that all students can master challenging material through effective effort; assesses understanding regularly and adjusts instruction; passionate and optimistic about students, content, and profession.
• Communicating Content Knowledge – demonstrates mastery and enthusiasm for content area and pedagogy; understands real‑world applications and connections to other content areas and standards; conveys content creatively and engagingly aligned to standards.
• Equitable & Effective Instruction – scaffolds and differentiates instruction for all students to engage in complex thinking and rigorous academic work; uses practices that challenge, motivate, and engage all students; builds a productive learning environment where every student participates and 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, demonstrates self‑awareness and commitment to continuous learning; participates in and contributes to a collaborative adult learning community.