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

This is an anticipated long-term substitute position expected to start on 09/02/2026 and end on 11/25/2026. 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 Special Education Applied Behavior Analysis (ABA) Teacher with an SEI Endorsement to join our community of teachers, learners, and leaders. This is an opportunity for educators who desire to serve where their efforts directly impact student achievement. BPS is committed to high expectations, equal access to high-quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups.

BPS supports creativity, innovation, and respects the skills and abilities of its teachers.

Reports to: Principal/Head of School

Responsibilities

• 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 collect and analyze student work for MCAS Alternative Assessment as needed.
• Collaborate with school staff to support student needs and modifications.
• Assist students transitioning to adult living services where 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 its pedagogy. Connect subject matter to real-world settings and convey content in creative, standards-aligned ways.
• Equitable & Effective Instruction: Scaffold and differentiate instruction to engage all students in complex thinking and rigorous academic work. Use practices that challenge, motivate, and ensure equitable participation. Build a safe, inclusive learning environment.
• Cultural Proficiency: Actively create and maintain an environment where students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement: Build collaborative, respectful relationships with families to support 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 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 by the first day of employment.

Qualifications (Preferred)

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

Note: 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.