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 language support to Multilingual Learners identified as English Learners. The position is a long-term substitute assignment expected to run from October 20, 2026, through November 20, 2026. Substitute teachers are hired as per-diem substitutes and begin at the per-diem rate of pay. The teacher plans and delivers lessons aligned with WIDA Instructional Standards and appropriate to students’ varying English proficiency levels. The role involves coordinating with content teachers, instructional leaders, coaches, and administrators to support students’ English development across listening, speaking, reading, and writing, as well as their classroom learning needs. The teacher also supports ACCESS administration, student transition meetings, mandated assessments, and ongoing professional learning. Boston Public Schools describes an instructional vision centered on high expectations, equal access to strong instruction, academic proficiency for all students, and closing achievement gaps. Teachers are expected to use culturally relevant and equitable practices, integrate technology, engage families, reflect on their practice, and contribute to a collaborative learning community. The position reports to the Principal/Head of School.

Requirements

Bachelor’s degree.
Valid Massachusetts Teaching License in ESL at the appropriate grade level.
Meet state and federal guidelines to be fully licensed and “Highly Qualified.”
Ability to meet the Boston Public Schools Standards of Effective Teaching described in the posting.
Current 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 one of Boston Public Schools’ official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
For core content teachers, BPS prefers certification in the subject area and in Moderate Disabilities, English as a Second Language at the appropriate grade levels, or both.

Responsibilities

Provide ESL instruction to Multilingual Learners identified as English Learners.
Collaborate with students’ content teachers to align instruction and support English language development across all four domains and classroom instructional needs, including instruction, vocabulary, reading and writing support, and assignment clarification.
Communicate and collaborate with the school’s instructional leadership team, instructional coaches, and administration to coordinate language support and other academic assistance for English Learners.
Assist with oversight and delivery of ACCESS administration.
Prepare for and assist with organizing transition meetings for English Learners ready to exit ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards and appropriate to varying levels of English proficiency.
Use culturally proficient and culturally relevant instructional practices.
Integrate technology as an instructional tool and for personal productivity.
Use WIDA’s ELD Standards Framework and Can Do Descriptors.
Assist classroom teachers with mandated state and local assessments for English Learners when appropriate.
Attend district- and state-sponsored professional development to stay current with ELL instruction and teaching strategies.
Set ambitious learning goals, regularly assess student understanding, and adjust instruction to help students meet goals.
Scaffold and differentiate instruction, engage students in rigorous work, and create a safe, productive, and inclusive learning environment.
Engage families and build collaborative, respectful relationships in support of student learning.
Reflect on practice, seek and respond to feedback, pursue ongoing development, and contribute to a collaborative adult learning community.