K1] (Long-Term Substitute) (SY26-27)

Boston Public Schools•Boston, MA

9h•Onsite

About The Position

Boston Public Schools seeks a highly qualified Special Education [Early Childhood Center Based] teacher for grades K0/K1 with an SEI Endorsement. The teacher will serve students with moderate to severe cognitive delays and support their access to the general curriculum, learning goals, and appropriate accommodations. The role is a long-term substitute assignment expected to run from February 22, 2027, through June 21, 2027. Substitute teachers are hired as per diem substitutes and begin at the per diem rate of pay. The position is part of a school community committed to high expectations for achievement, equal access to high-quality instruction, academic proficiency for all students, and closing achievement gaps. Teachers are expected to foster creative, engaging, equitable, and culturally respectful learning environments, collaborate with colleagues and families, and reflect on and improve their practice. The position reports to the Principal/Head of School.

Requirements

Bachelor’s degree.
Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
Either an ESL License at the appropriate level or an SEI Endorsement.
Meet state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet the Boston Public Schools Standards of Effective Teaching.
Current authorization to work in the United States by the first day of employment.

Nice To Haves

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

Responsibilities

Implement district learning goals and objectives aligned with state frameworks, including identifying access points for student portfolio development.
Provide small-group instruction for students with moderate to severe cognitive delays to support understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs), and provide timely, regular progress reports.
Provide accommodations for student learning and testing when required.
When needed, develop and implement curriculum and collect and analyze student work in preparation for the MCAS Alternative Assessment.
Collaborate with school staff to support responses to student needs for modifications.
Assist students with transitions to adult living services when appropriate.
Set ambitious learning goals, assess understanding regularly, and adjust instruction to help students meet goals.
Communicate subject matter in creative, engaging ways aligned with standards and real-world applications.
Scaffold and differentiate instruction, engage students, and maintain a safe, productive, and equitable learning environment.
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, and contribute to a collaborative adult learning community.