Teacher - Elementary, Gr. 5 (SEI Endorsement Required) [Anticipated Vacancy] (SY26-27) [Repost]

Boston Public Schools•Boston, MA

About The Position

Boston Public Schools seeks an exceptional, highly qualified Elementary Teacher with an SEI endorsement to teach Grade 5 in an SEI setting. The teacher will provide an interdisciplinary course of study integrating reading, writing, and analytical skills in alignment with state curricular frameworks and district-supported curriculum. The role focuses on high expectations, equitable access to instruction, academic proficiency for all students, and closing achievement gaps. The position is an anticipated vacancy expected by October 30, 2026. The incumbent may rescind their retirement, leave, or resignation until that date, so the hire will not be confirmed until the position is vacated. If it has not become vacant by the start of the school year, the new hire may begin as a Long-Term Substitute.

Requirements

Bachelor’s degree.
Massachusetts Teaching License in Elementary 1-6.
SEI endorsement or dual certification in ESL.
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet the Boston Public Schools Standards of Effective Teaching described in the posting.
Current authorization to work in the United States by the first day of employment.

Nice To Haves

Massachusetts Teaching License in Moderate Disabilities PreK-8.
Experience teaching in urban schools.
Degree in Education.
Fluency in one of BPS’ official languages: Spanish, Cape Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Certification in the subject area and in Moderate Disabilities and/or English as a Second Language at the appropriate grade level(s).

Responsibilities

Teach elementary students in an SEI setting.
Provide an interdisciplinary course of study that integrates reading, writing, and analytical skills in alignment with state curricular frameworks for core content areas.
Implement district learning goals and objectives using district-supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
Create a developmentally appropriate, child-centered environment with positive behavioral expectations, structured routines, and positive behavioral interventions that support all learners.
Establish classroom structures that value positive relationships through intentional implementation of appropriate curriculum.
Administer district mid-year and end-of-year assessments in accordance with district guidelines.
Set ambitious learning goals, create cognitively demanding tasks, regularly assess student understanding, and adjust instruction to help students meet goals.
Scaffold and differentiate instruction so all students can engage in complex thinking and rigorous academic work.
Create an engaging, safe, equitable classroom where students participate and are valued, and respect students’ diverse backgrounds, identities, strengths, and challenges.
Engage families and build collaborative, respectful relationships in support of student learning.
Reflect on teaching practice, seek and respond to feedback, pursue continuous learning, and contribute to a collaborative adult learning community.