Teacher - [ESL] and Moderate Disabilities/Inclusion, Gr. K2 (Long Term Substitute) (SY26-27)

Boston Public Schools•Boston, MA

1d•Onsite

About The Position

Boston Public Schools seeks an exceptional Special Education [ESL] Inclusion teacher with an SEI endorsement to teach kindergarten through grade 2. The teacher will support students with moderate to severe cognitive delays and help them access and make progress in the general curriculum. The role calls for a commitment to high expectations, equitable access to instruction, academic proficiency for all students, and closing achievement gaps. BPS supports teacher creativity and innovation and values educators’ skills and abilities. This is a long-term substitute assignment expected to run from October 22, 2026, through December 15, 2026. Substitute teachers are hired as per diem substitutes, including when placed in long-term assignments, and begin at the per diem rate of pay. The position reports to the Principal/Head of School. School start and end times and school-day lengths vary; some schools have a longer day through the Schedule A Expanded Learning Time agreement.

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 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 or more of BPS’ official languages: Spanish, Cape Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali.
Core content teachers are preferred to be certified in their subject area and in Moderate Disabilities, English as a Second Language at the appropriate grade level(s), or both.

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), and provide timely, 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 students’ needs for instructional 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 those goals.
Communicate subject-matter content through well-structured, creative, engaging instruction connected to standards and real-world settings.
Scaffold and differentiate instruction, engage students in rigorous academic work, and foster a safe, productive, and equitable learning environment.
Respect students’ diverse backgrounds, identities, strengths, and challenges.
Engage families and build collaborative, respectful relationships in support of student learning.
Reflect on practice, seek and respond to feedback, pursue continuous learning, and contribute to a collaborative adult learning community.