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Teacher - Moderate Disabilities/Resource [Long Term Substitute] (SY26-27)

Boston Public Schools · Boston, MA · 2 wk ago
EducationFull-time

This is a long-term substitute position expected to start on 09/08/2026 and end on 03/01/2027. All substitute teachers are hired as per diem substitutes, 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. This is an opportunity for teachers who desire to serve where their efforts matter. 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 its 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: Set ambitious learning goals for all students, use instructional and clinical practices that reflect high expectations, and engage all students in learning. Assess student learning regularly and effectively analyze data from assessments.
  • Communicating Professional Knowledge: Exhibit strong knowledge of child development and design effective plans for support with measurable outcomes. Provide differentiated learning experiences that enable all students to progress toward intended outcomes.
  • Equitable & Effective Instruction: Build a productive learning environment where every student participates and is valued. Use instructional practices that challenge, motivate, and engage all students, and adapt instruction to make curriculum accessible to all students.
  • Cultural Proficiency: Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
  • Parent/Family Engagement: Engage with families and build collaborative, respectful relationships in service of student learning. Provide parents with clear expectations and strategies to promote learning at school and home.
  • Professional Reflection & Collaboration: Regularly reflect on practice, seek and respond to feedback, and collaborate with colleagues to analyze student performance and plan interventions. Provide expertise to general education teachers to support appropriate academic, behavioral, and social/emotional learning experiences.

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 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.
  • Hold either an ESL License at the appropriate level or SEI Endorsement.
  • 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)).

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.

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