Teacher - Early Childhood (Long-Term Substitute) (SY25-26)

Boston Public Schools•Boston, MA

About The Position

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 06/24/2026 . 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 seeks an exceptional Early Childhood Teacher with an SEI endorsement 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

Requirements

Hold a bachelor's degree.
Hold a valid Massachusetts Teaching License for Early Childhood
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 Boston Public Schools as outlined above.
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Nice To Haves

Experience teaching in urban schools.
Degree in Early Childhood or Education.
Hold a valid Massachusetts SEI Endorsement OR dual certification in ESL
Familiarity with the TERC Investigations Math Curriculum
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)).

Responsibilities

TEACH: Early Childhood (Grades PK-2) in an SEI environment
Implement district learning goals and objectives using the Opening The World of Learning (OWL) curriculum, in alignment with state frameworks.
Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
Establish classroom structure that values relationships between child to child, child to curriculum, teacher to child, teacher to families and communities, and classrooms to schools through the intentional implementation of appropriate curriculum.
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. Consistently defines high expectations for student learning goals and behavior.
Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
Builds a productive learning environment where every student participates and is valued as part of the class community. Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Engages with families and builds collaborative, respectful relationships with them in service of student learning. Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.