Teacher - Physical Education, Gr. 7-12 (Long-Term Substitute) (SY26-27)
for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide which sections have content.
From posting:
- It's a long-term sub position, start date, end date, per diem subs, per diem rate, link to website. That's about the role? Could be "About the role". We'll include that.
- Responsibilities: list of core competencies with bullet points. Those are responsibilities? Actually they are core competencies. Could be under Responsibilities or Requirements. The instruction: Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We need to map content.
We have qualifications: required education, license, etc. Also preferred experience, languages, certifications.
We have terms: BTU, Group I. Also mention salary info: refer to website for salary and compensation; salaries listed by unions and grade/step. No specific pay amount, so we should NOT create Pay section unless posting actually states them. It does not give specific pay, just says refer to website. So we should not include Pay section.
Schedule: mentions start and end times vary, lengths of school day, some have longer day via Schedule A ELT. No specific schedule. So we should not create Schedule section unless specific. It does not give concrete schedule, so skip.
Benefits: not mentioned. So skip.
Skills: maybe we could include core competencies as skills? But we already have Responsibilities or Requirements. The instruction: prefer a few substantive sections over many thin ones. We could combine core competencies under Responsibilities or Requirements. Let's decide:
- About the role: include description of position, dates, per diem, link.
- Responsibilities: list of core competencies (teaching Physical Education, using rubric, etc.) Actually those are competencies, but we can treat as responsibilities.
- Qualifications: required education, license, etc., plus preferred experience, languages, certifications.
We could also have a Skills section for core competencies, but we already have Responsibilities. Let's keep Responsibilities for duties (teaching PE). The core competencies are more like expectations/skills. Could be Skills section. But we need to avoid thin sections. Perhaps we combine core competencies under Responsibilities as bullet list of duties/responsibilities.
Thus sections: About the role, Responsibilities, Qualifications.
Now we need to preserve all substantive information, not invent or summarize away detail. Must not repeat job title. Must not include boilerplate like EEO, accommodation, nondiscrimination, etc. Remove those.
We must keep the link to website for becoming a BPS sub. Also mention that all substitutes begin at per diem rate. Also mention start/end dates.
We must keep the BTU, Group I term.
We must keep the statement about salary info: "Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step." This is substantive about pay but not specific amount. Since we cannot create Pay section unless posting actually states them (specific amount). The instruction: "never create Pay/Schedule/Benefits sections unless the posting actually states them." It says "states them" - does stating that salaries are listed by unions and grade/step count as stating them? It's still not a specific number. I'd interpret that we should not create a Pay section because no specific pay is given. However we could include that info in About the role or Qualifications? Probably About the role.
Similarly schedule info: start and end times vary, lengths of school day, some have longer day via Schedule A ELT. That's schedule info but not specific. Should not create Schedule section.
Thus we will not include Pay or Schedule sections.
Now we need to format lists with - . For prose, use
.
We need to ensure we don't include duplicated lines.
Let's extract content:
About the role:
- THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/08/2026 and end on 11/27/2026.
- Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments.
- All substitutes begin at the per diem rate of pay.
- For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
- Boston Public Schools (BPS) seeks an exceptional Physical Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders.
- This is an exciting opportunity for teachers who desire to serve where their efforts matter.
- In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.
- BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.
- Reports to: Principal/Head of School
We should keep "Reports to: Principal/Head of School" as part of About the role.
Now Responsibilities:
We have a block: "Teach: Physical Education Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:" then a list of competencies with sub-bullets.
We need to turn into
- . The content includes many sentences; we need to preserve all substantive information, not summarize away detail. So we need to keep each bullet as a list item, preserving the text.
The bullet list appears as:
- Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
- Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students, their content, and the teaching profession
- Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
- Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards
- Can convey content in creative and engaging ways that align to standards
- Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
- Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
- Builds a productive learning environment where every student participates and is valued as part of the class community
- Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
- Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning
- Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
We need to keep each as separate
- . Ensure we preserve punctuation.
Now Qualifications:
We have:
Qualifications - Required Education: Hold a Bachelor's degree. Hold a Massachusetts Teaching License in Physical Education at the appropriate level. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the Standards of Effective Teaching established by the BPS as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualifications - Preferred Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms: BTU, Group I
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
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.
We should keep the BTU, Group I line maybe as part of Qualifications or separate? Could be part of Qualifications (employment terms). We'll include it as a
under Qualifications.
We must not include the nondiscrimination boilerplate, accommodation, etc.
Now we need to output HTML fragment only.
Structure:
About the role
... (multiple sentences) maybe we can keep as one paragraph or multiple paragraphs. The instruction: use
for prose. So we can wrap each paragraph in
. But we can also combine multiple sentences into one
if they are related. Safer to split into logical paragraphs.
Let's create paragraphs:
Paragraph 1: THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/08/2026 and end on 11/27/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay.
Paragraph 2: For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
Paragraph 3: Boston Public Schools (BPS) seeks an exceptional Physical Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.
Paragraph 4: In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.
Paragraph 5: Reports to: Principal/Head of School
Now Responsibilities:
Responsibilities
- Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
- Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students, their content, and the teaching profession
- Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm
- . For prose, use
. We need to ensure we don't include duplicated lines. Let's extract content: About the role: - THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/08/2026 and end on 11/27/2026. - Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. - All substitutes begin at the per diem rate of pay. - For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). - Boston Public Schools (BPS) seeks an exceptional Physical Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. - This is an exciting opportunity for teachers who desire to serve where their efforts matter. - In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. - BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher. - Reports to: Principal/Head of School We should keep "Reports to: Principal/Head of School" as part of About the role. Now Responsibilities: We have a block: "Teach: Physical Education Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:" then a list of competencies with sub-bullets. We need to turn into
- . The content includes many sentences; we need to preserve all substantive information, not summarize away detail. So we need to keep each bullet as a list item, preserving the text. The bullet list appears as: - Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort - Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks - Passionate and optimistic about their students, their content, and the teaching profession - Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires - Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards - Can convey content in creative and engaging ways that align to standards - Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work - Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation - Builds a productive learning environment where every student participates and is valued as part of the class community - Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected - Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning - Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development - Seeks to participate in and contribute to a collaborative adult learning community. We need to keep each as separate
- . Ensure we preserve punctuation.
Now Qualifications:
We have:
Qualifications - Required Education: Hold a Bachelor's degree. Hold a Massachusetts Teaching License in Physical Education at the appropriate level. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the Standards of Effective Teaching established by the BPS as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualifications - Preferred Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms: BTU, Group I
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
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.
We should keep the BTU, Group I line maybe as part of Qualifications or separate? Could be part of Qualifications (employment terms). We'll include it as a
under Qualifications. We must not include the nondiscrimination boilerplate, accommodation, etc. Now we need to output HTML fragment only. Structure:
About the role
... (multiple sentences) maybe we can keep as one paragraph or multiple paragraphs. The instruction: use
for prose. So we can wrap each paragraph in
. But we can also combine multiple sentences into one
if they are related. Safer to split into logical paragraphs. Let's create paragraphs: Paragraph 1: THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/08/2026 and end on 11/27/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. Paragraph 2: For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). Paragraph 3: Boston Public Schools (BPS) seeks an exceptional Physical Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. Paragraph 4: In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher. Paragraph 5: Reports to: Principal/Head of School Now Responsibilities:
Responsibilities
- Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
- Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students, their content, and the teaching profession
- Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm