Teacher - English as a Second Language, Gr. K-6 (Anticipated Vacancy) (Long Term Substitute) (SY26-27)

Boston Public Schools•Boston, MA

8h•Onsite

About The Position

Boston Public Schools seeks an exceptional English as a Second Language (ESL) Teacher to provide instruction to multilingual learners identified as English Learners. The teacher will work with students, content teachers, instructional leaders, coaches, and administrators to support English language development and students’ classroom learning needs. Instruction should align with WIDA standards and address varying levels of English proficiency using culturally relevant practices. This is an anticipated vacancy and a long-term substitute assignment expected to run from April 19, 2027, through December 1, 2027. The incumbent may rescind their departure up to the expected vacancy date, so the hire will not be confirmed until the position is vacated. If it is not vacant at the start of the school year, the hire may begin as a long-term substitute. Substitute teachers are hired per diem and begin at the per diem rate of pay. The position reports to the Principal/Head of School. The successful candidate will demonstrate the Boston Public Schools standards of effective teaching, including accountability for student achievement, strong content knowledge, equitable instruction, cultural proficiency, family engagement, and reflective professional collaboration.

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 Boston Public Schools Standards of Effective Teaching.
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.
Certification in the teacher’s core content subject area and in Moderate Disabilities, English as a Second Language at the appropriate grade levels, or both.

Responsibilities

Provide English as a Second Language instruction to multilingual learners identified as English Learners.
Collaborate and communicate with students’ content teachers to align instruction and support students’ English development across the four language domains and their classroom learning needs, including instruction, vocabulary, reading and writing support, and assignment clarification.
Work with the school 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 help organize student transition meetings for English Learners ready to transition out of ELL services.
Plan and deliver lessons aligned with WIDA Instructional Standards and appropriate to students’ varying English proficiency levels.
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 fluently.
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, use cognitively demanding tasks, regularly assess student understanding, and adjust instruction to help students reach learning goals.
Scaffold and differentiate instruction, engage students in rigorous academic work, and build a productive and safe learning environment in which every student participates and is valued.
Build respectful, collaborative relationships with families in support of student learning.
Reflect on practice, seek and respond to feedback, pursue continuous professional learning, and contribute to a collaborative adult learning community.