Turnaround: Teacher - Moderate Disabilities/Resource (Long Term Substitute) (SY26-27)

Boston Public Schools•Boston, MA

2d•Onsite

About The Position

Boston Public Schools seeks a Special Education/Resource Room Teacher to serve students in a school designated by Massachusetts as underperforming or chronically underperforming. This is a long-term substitute assignment expected to run from January 4, 2027, through May 3, 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 will support students with moderate to severe cognitive delays through small-group instruction, implementation of individualized education plans, accommodations, and progress monitoring. The role also involves adapting or developing curriculum as needed, preparing students and materials for the MCAS Alternative Assessment when applicable, collaborating with school staff, and supporting transitions to adult living services where appropriate. Boston Public Schools emphasizes high expectations, equitable access to rigorous instruction, academic proficiency for all students, and closing achievement gaps. The district seeks teachers who promote student achievement, communicate content effectively, provide equitable and culturally respectful instruction, engage families, and contribute to professional reflection and collaboration.

Requirements

Bachelor's degree.
Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet the BPS Standards of Effective Practice 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.
ESL license at the appropriate level or SEI Endorsement.
Fluency in a BPS official language: Spanish, Cape Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
For core content teachers, certification in their subject area and in Moderate Disabilities and/or English as a Second Language at the appropriate grade level(s).

Responsibilities

Implement district learning goals and objectives in alignment with state frameworks, including identifying 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.
Develop and implement curriculum as needed, and collect and analyze student work in preparation for the MCAS Alternative Assessment when applicable.
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, use cognitively demanding tasks, assess student understanding, and adjust instruction to support student achievement.
Communicate content knowledge through well-structured, engaging instruction connected to standards and real-world settings.
Scaffold and differentiate instruction, promote active participation, and maintain a safe, productive learning environment.
Respect students’ diverse backgrounds, identities, strengths, and challenges.
Engage families and build collaborative, respectful relationships in service of student learning.
Reflect on practice, respond to feedback, pursue continuous learning, and contribute to a collaborative adult learning community.