Teacher - English as a Second Language (Long-Term Substitute) (SY26-27)

Boston Public Schools•Boston, MA

2d•Onsite

About The Position

Boston Public Schools seeks an English as a Second Language (ESL) Teacher to provide instruction and academic support to Multilingual Learners identified as English Learners. This is a long-term substitute assignment expected to run from November 2, 2026, through March 1, 2027. Substitute teachers are hired as per diem substitutes and begin at the per diem rate of pay. The teacher will plan and deliver lessons aligned with WIDA Instructional Standards and appropriate to students’ varying levels of English proficiency. The role involves collaborating with content teachers, instructional leaders, coaches, administrators, and families to support students’ English language development and classroom learning. The teacher will also support ACCESS administration, student transitions out of ELL services, and mandated assessments, while using culturally relevant practices and technology in instruction. Boston Public Schools describes its teaching environment as one committed to high expectations, equal access to instruction, academic proficiency for all students, and closing achievement gaps. Teachers are expected to support student achievement, communicate content knowledge effectively, provide equitable and culturally responsive instruction, engage families, and participate in professional reflection and collaboration.

Requirements

Bachelor’s degree.
Valid Massachusetts ESL teaching license at the appropriate grade level.
Must meet state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet Boston Public Schools’ Standards of Effective Teaching described in the posting.
Authorization to work in the United States by the first day of employment.
Ability to model excellent spoken and written English for students learning English in school.

Nice To Haves

Experience teaching in an urban setting.
Fluency in a language spoken in the district, particularly Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
For core content teachers, certification in the subject area and in Moderate Disabilities, ESL at the appropriate grade level(s), or both is preferred.

Responsibilities

Provide ESL instruction to Multilingual Learners identified as English Learners.
Collaborate with students’ content teachers to align instruction and support English development across all four language domains and classroom instructional needs, including vocabulary, reading and writing support, and clarification of assignments.
Work with the school’s instructional leadership team, instructional coaches, and administration to ensure English Learners receive language support and other academic assistance.
Assist with oversight and delivery of ACCESS administration.
Prepare for and assist in organizing ELL student transition meetings for students ready to transition out of ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards and suitable for varying levels of English proficiency.
Use culturally relevant instructional practices and demonstrate cultural proficiency.
Integrate technology into classroom instruction and personal productivity.
Assist classroom teachers with mandated state and local assessments for English language learners when appropriate.
Attend district- and state-sponsored professional development to remain current with ELL instruction and teaching strategies.
Set ambitious learning goals, assess understanding regularly, and adjust instruction to help students meet learning goals.
Scaffold and differentiate instruction so students can engage in complex thinking and rigorous academic work.
Build a safe, productive learning environment that values students and supports equitable participation.
Engage with families and build collaborative, respectful relationships in support of student learning.
Reflect on teaching practice, respond to feedback, pursue continuous learning, and contribute to a collaborative adult learning community.