Teacher - Moderate Disabilities/Applied Behavior Analysis (ABA) [Long Term Substitute] [Anticipated Vacancy](SY26-27)

Boston Public Schools•Boston, MA

2d•Onsite

About The Position

Boston Public Schools seeks a highly qualified Special Education Applied Behavior Analysis (ABA) Teacher with an SEI Endorsement to support students with moderate to severe cognitive delays. The role is a long-term substitute assignment anticipated to run from November 25, 2026, through June 14, 2027. Substitute teachers are hired as per diem substitutes and begin at the per diem rate of pay, including when placed in long-term assignments. The teacher supports the district’s goals of high expectations, equitable access to high-quality instruction, academic proficiency for all students, and closing achievement gaps. The position involves instruction aligned with state frameworks and district learning goals, individualized support based on students’ IEPs, and collaboration with school staff and families. Teachers are expected to create an inclusive, engaging, and respectful learning environment and to reflect on and improve their practice. The position reports to the Principal/Head of School. School start and end times and school-day lengths vary; some schools have extended learning time through the Schedule A agreement.

Requirements

Bachelor’s degree.
Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
Either an ESL License at the appropriate level or an SEI Endorsement.
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.

Nice To Haves

Experience teaching in urban schools.
Degree in Special Education.
Fluency in one of BPS’ official languages: Spanish, Cape Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Certification in the teacher’s core content subject area and one or both of Moderate Disabilities or English as a Second Language at the appropriate grade level(s).

Responsibilities

Implement district learning goals and objectives in alignment with state frameworks, and identify access points for student portfolio development.
Provide small-group instruction to students with moderate to severe cognitive delays to support understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs).
Provide timely and regular progress reports on student development.
Provide accommodations for student learning and testing when required.
When needed, develop and implement curriculum and collect and analyze student work in preparation for the MCAS Alternative Assessment.
Collaborate with school staff to support responses to student needs for modification.
Assist students transitioning to adult living services where appropriate.
Set ambitious learning goals, assess student understanding, and adjust instruction to help students achieve those goals.
Communicate subject matter in engaging ways, scaffold and differentiate instruction, and foster active participation in a safe and productive learning environment.
Respect students’ diverse backgrounds, identities, strengths, and challenges.
Engage with families and build collaborative, respectful relationships in support of student learning.
Reflect on practice, seek and respond to feedback, and contribute to a collaborative adult learning community.