K1 (Long Term Substitute) (Anticipated Vacancy) (SY26-27)

Boston Public Schools•Boston, MA

4d•Onsite

About The Position

Boston Public Schools seeks an Early Childhood and Special Education Teacher with an SEI endorsement to teach kindergarten early childhood general curriculum in an inclusive setting serving students with special needs and English Language Learners. The teacher will support BPS’s goals of high expectations, equitable access to rigorous instruction, academic proficiency for all students, and closing achievement gaps. The posting is for an anticipated vacancy expected by November 16, 2026. The hire will not be confirmed until the position is vacated; if it is not vacant by the start of the school year, the hire may begin as a long-term substitute. The teacher reports to the Principal/Head of School. The role includes implementing district learning goals aligned with state frameworks, providing small-group instruction, developing and implementing student IEP goals, and collaborating with school staff and families. The teacher is expected to foster an engaging, safe, inclusive classroom and contribute to professional collaboration and continuous improvement.

Requirements

Bachelor’s degree.
Massachusetts Teaching License in Moderate Disabilities (PK–8).
Early Childhood teaching license.
SEI Endorsement or ESL License (PK–6).
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet the Boston Public Schools Standards of Effective Teaching.
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 a BPS official language: Spanish, Cape Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Core content teachers are preferred to be certified in their subject area and in Moderate Disabilities and/or English as a Second Language at the appropriate grade level(s).

Responsibilities

Teach early childhood general curriculum in a setting inclusive of students with special needs and English Language Learners.
Implement district learning goals and objectives aligned with state frameworks, identifying access points for student portfolio development.
Provide small-group instruction to 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).
Provide timely and regular progress reports on student development.
Provide required accommodations for student learning and testing.
When needed, develop and implement curriculum and collect and analyze student work for the MCAS Alternative Assessment.
Collaborate with school staff to support modifications in response to student needs.
Set ambitious learning goals, assess student understanding, and adjust instruction to help students meet goals.
Scaffold and differentiate instruction to support complex thinking, rigorous academic work, and active student participation.
Create and maintain a safe, productive, respectful learning environment that values students’ diverse backgrounds, identities, strengths, and challenges.
Engage families and build collaborative, respectful relationships in support of student learning.
Reflect on practice, seek and respond to feedback, and contribute to a collaborative adult learning community.