Teacher - Social Studies and Moderate Disabilities/Inclusion (Long-Term Substitute) (SY26-27)

About the Role

Boston Public Schools seeks an exceptional Special Education Social Studies Inclusion teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an anticipated long-term substitute position expected to start on 09/02/2026 with an end date of 10/02/2026. 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.

This is an exciting 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.

Reports to: Principal/Head of school.

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.
• Develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development, if needed.
• Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
• Provide assistance to transition to adult living services as appropriate.

Core Competencies

• Accountability for Student Achievement: 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 and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks. Passionate and optimistic about students, content, and the teaching profession.
• Communicating Content Knowledge: Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires. Understands how the subject matter applies in real-world settings and connects to other content areas and relevant standards. Conveys content in creative and engaging ways that align to standards.
• Equitable & Effective Instruction: Scaffolds and differentiates instruction for all students to engage in complex thinking and rigorous academic work. Uses instructional practices that challenge, motivate, and engage all students and facilitate equitable, active participation. Builds a productive learning environment where every student participates and is valued.
• 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.
• Professional Reflection & Collaboration: Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning. Participates in and contributes to a collaborative adult learning community.

Requirements

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in the appropriate content area and 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 the Boston Public Schools.
• 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.