Teacher - English Language Arts, Gr. 9-12 (Anticipated Vacancy) (Long-Term Substitute) (SY25-26)

Boston Public Schools•Boston, MA

About The Position

This position is an anticipated vacancy. It is expected to be vacant by 01/05/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated. THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2025 and end at the conclusion of the school year. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). Boston Public Schools seeks an exceptional English 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, equal access to high levels of instruction, the achievement of academic proficiency of all students, and closing 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 along with respecting their skills and abilities as professionals. Reports to: Principal/Head of School

Requirements

Education: Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in English at the appropriate grade level
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 as outlined above.
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.
SEI endorsement OR dual certification in ESL
Degree in English or related field.
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
Teach content and skills in English language, literature, composition, reading, and journalism using standards-based curriculum guidelines from the Department of Elementary and Secondary Education that correlate with appropriate learning activities and district standards.
Adapt district curriculum materials and methods to develop relevant sequential assignments that guide and challenge students.
Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
Passionate and optimistic about their students, their content, and the teaching profession
Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards
Can convey content in creative and engaging ways that align to standards
Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
Builds a productive learning environment where every student participates and is valued as part of the class community
Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
Parent/Family Engagement (III-A-1. Parent/Family Engagement)
Engages with families and builds collaborative, respectful relationships with them in service of student learning
Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
Seeks to participate in and contribute to a collaborative adult learning community.