Teacher - [English] and Moderate Disabilities/Inclusion, Gr. 9-12 (SEI Endorsement Required) (Anticipated Vacancy) (SY26-27)

Boston Public Schools•Boston, MA

15h•Onsite

About The Position

This position is an anticipated vacancy, expected to be filled by 08/21/2026. The hire is contingent upon the position becoming vacant. The role may begin as a Long-Term Substitute if the vacancy is not confirmed by the start of the school year. Boston Public Schools is seeking a highly qualified and knowledgeable Special Education English Inclusion teacher with an SEI endorsement. This role offers an opportunity to contribute to a vision of high expectations, equal access to instruction, academic proficiency for all students, and closing the achievement gap. BPS supports creativity, innovation, and respects teacher skills and abilities.

Requirements

Hold a Bachelor's degree.
Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.
Hold either ESL License at the appropriate level or SEI Endorsement.
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.
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 Special Education.
Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
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

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 from 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.
If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
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.