Teacher - Moderate Disabilities/Resource (Anticipated Vacancy) (SEI Endorsement Required) (SY26-27)

Boston Public Schools•Boston, MA

21h•Onsite

About The Position

This position is an anticipated vacancy, expected to be vacant by 06/30/2026. The hire will not be confirmed until the position is vacated, and the candidate may start as a Long-Term Substitute if the position does not become vacant by the start of the school year. Boston Public Schools (BPS) seeks an exceptional Special Education/Resource Room teacher with an SEI Endorsement who is highly qualified and knowledgeable. BPS teachers and leaders are committed to high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap. BPS supports creativity, innovation, and respects teachers' skills and abilities.

Requirements

Hold a bachelor's degree.
Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
Hold either ESL License at the appropriate level or SEI Endorsement.
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
Ability to meet the BPS Standards of Effective Practice.
Current authorization to work in the United States.

Nice To Haves

Experience teaching in urban schools.
Degree in Special Education.
Fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
Certified in Moderate Disabilities.
Certified in English as a Second Language (at the appropriate grade level(s)).

Responsibilities

Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
Provide needed accommodations for student learning and testing when required.
If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
Provide assistance for students transitioning to adult living services where appropriate.