Teacher - English as a Second Language and Moderate Disabilities, Gr. K1-6 (SY26-27)

Boston Public Schools•Boston, MA

13h

About The Position

Boston Public Schools seeks an exceptional English as a second Language (ESL) and Special education/moderate disabilities teacher 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 Responsibilities Teach: English as a Second Language Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners. Collaborate and communicate with the students’ content teacher(s) to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments). Collaborate and communicate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance. Assist with the oversight and delivery of ACCESS administration. Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services. Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency. Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices. Integrate technology into the classroom as an instructional tool and for personal productivity. Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors. Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies. Moderate Disabilities 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 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.

Requirements

Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level.
Complete 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.
Able to model excellent spoken and written English for students learning English in school.

Nice To Haves

Experience teaching in an urban setting.
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: English as a Second Language
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
Collaborate and communicate with the students’ content teacher(s) to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
Collaborate and communicate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
Assist with the oversight and delivery of ACCESS administration.
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
Integrate technology into the classroom as an instructional tool and for personal productivity.
Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
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 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.