Teacher - [Math] and Moderate Disabilities/Inclusion, Gr. K-8 (Long-Term Substitute) (SY26-27)

Boston Public Schools•Boston, MA

1d•Onsite

About The Position

Boston Public Schools seeks an exceptional Special Education inclusion teacher in Math for grades K–8, with an SEI endorsement, to serve students with moderate disabilities. The role supports BPS’s goals of high expectations, equal access to rigorous instruction, academic proficiency for all students, and closing achievement gaps. It is a long-term substitute assignment expected to start immediately and end on February 1, 2027. Substitute teachers are hired as per-diem substitutes and begin at the per-diem rate of pay. The teacher implements district learning goals aligned with state frameworks and supports students’ access to the general curriculum. The position includes writing and implementing IEP goals, providing accommodations, monitoring progress, collaborating with school staff and families, and supporting student transitions to adult living services when appropriate.

Requirements

Bachelor’s degree.
Massachusetts teaching license in the appropriate content area and Moderate Disabilities for the appropriate grade level.
Either an ESL license at the appropriate level or an SEI endorsement.
Meet all state and federal requirements to be fully licensed and Highly Qualified.
Ability to meet the Boston Public Schools Standards of Effective Teaching described in the posting.
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 a BPS official language: Spanish, Cape Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Certification in the subject area and Moderate Disabilities and/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’ IEPs, and provide timely, regular progress reports.
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 students’ needs for instructional modification.
Assist students with transition to adult living services when appropriate.
Set ambitious learning goals, assess student understanding, and adjust instruction to help students meet goals.
Communicate subject-area content through well-structured, creative, engaging instruction connected to standards and real-world settings.
Scaffold and differentiate instruction, promote student engagement and equitable participation, and maintain a safe, productive learning environment.
Respect students’ diverse backgrounds, identities, strengths, and challenges.
Engage families in collaborative, respectful relationships in service of student learning.
Reflect on teaching practice, seek and respond to feedback, and contribute to a collaborative adult learning community.