Teacher - Moderate Disabilities/Resource Gr. PreK-6 [Long Term Substitute] (SY26-27)

This is a long-term substitute position expected to start on 09/08/2026 and end on 01/05/2027. 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.

About the role

Boston Public Schools (BPS) seeks an exceptional Special Education/Resource Room teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. In BPS, teachers and leaders are 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 within the schools. BPS supports creativity, innovation, and respects the skills and abilities of teachers.

Reports to: Principal/Head of School.

Responsibilities

• Implement district learning goals and objectives, in alignment with state frameworks, and identify 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.
• 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 to support other staff members in responding to student needs for modification.
• Provide assistance for students transitioning to adult living services where appropriate.

Core Competencies

• Accountability for Student Achievement: Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations, and engages all students in learning. Assesses student learning regularly and effectively analyzes data from assessments.
• Communicating Professional Knowledge: Exhibits strong knowledge of child development and designs effective and rigorous plans for support with measurable outcomes. Provides differentiated learning experiences that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction: Builds a productive learning environment where every student participates and is valued. Uses instructional and clinical practices that challenge, motivate, and engage all students. Adapts instruction, services, plans, and assessments to make curriculum accessible to all students.
• Cultural Proficiency: Actively creates and maintains an environment in which 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. Provides parents with clear expectations for student learning and shares strategies to promote learning at school and home.
• Professional Reflection & Collaboration: Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning. Collaborates with colleagues to analyze student performance and plan appropriate interventions. Provides advice and expertise to general education teachers and the school community.

Requirements

• Hold a bachelor's degree.
• Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
• Hold either an ESL License at the appropriate level or SEI Endorsement.
• Meet all state and federal guidelines to be fully licensed and Highly Qualified.
• Ability to meet the BPS Standards of Effective Practice as outlined above.
• Current authorization to work in the United States by the first day of employment.

Preferred Qualifications

• Experience teaching in urban schools.
• Degree in Special Education.
• 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(s)).

Terms: BTU, Group I. 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.