Teacher - Physics and Moderate Disabilities/Inclusion, Gr. 9-12 (Long Term Substitute)(Anticipated Vacancy)(SY26-27)

Boston Public Schools•Boston, MA

About The Position

Boston Public Schools seeks a qualified Special Education Physics Inclusion teacher to support students in grades 9–12. The teacher implements district learning goals aligned with state frameworks and supports access to the general curriculum for students with moderate to severe cognitive delays. This is a long-term substitute assignment anticipated to run from November 10, 2026, through December 8, 2026. Substitutes are hired as per diem employees and begin at the per diem pay rate. The role includes writing and implementing IEP goals, providing accommodations, monitoring and reporting on student progress, and collaborating with school staff. When needed, the teacher develops curriculum and prepares students for the MCAS Alternative Assessment. The position also supports students’ transition to adult living services where appropriate. BPS emphasizes high expectations, equitable access to instruction, academic proficiency, and closing achievement gaps. Teachers are expected to build an inclusive, respectful learning environment, engage families, reflect on their practice, and contribute to collaborative professional learning.

Requirements

Bachelor’s degree.
Massachusetts teaching license in the appropriate content area and Moderate Disabilities for the appropriate grade level.
Meet all 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 teach Physics and support students with moderate disabilities in an inclusion setting.

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 the 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 aligned 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 students’ Individualized Education Plans (IEPs).
Provide timely, regular progress reports on student development.
Provide required accommodations for student learning and testing.
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 student needs for modification.
Assist students with transition to adult living services as appropriate.
Set ambitious learning goals, assess student understanding, and adjust instruction to help students meet goals.
Scaffold and differentiate instruction, engage students in rigorous academic work, and foster equitable participation.
Create and maintain a safe, productive, and respectful learning environment that values students’ diverse backgrounds and identities.
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.