Teacher - [English] 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 a Special Education inclusion teacher for English and Moderate Disabilities/Inclusion, grades K–8. The role supports students with moderate to severe cognitive delays in accessing the general curriculum and is expected to start immediately and end on November 30, 2026. This is a long-term substitute assignment; substitutes are hired as per diem employees and begin at the per diem rate of pay. The teacher implements district learning goals aligned with state frameworks, develops and implements instruction and IEP goals, provides accommodations, monitors student progress, and collaborates with school staff and families. The position calls for ambitious, equitable instruction; strong subject knowledge; respect for students’ diverse backgrounds; and ongoing reflection and collaboration. The teacher reports to the Principal/Head of School.

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 state and federal requirements to be fully licensed and Highly Qualified.
Ability to meet the Boston Public Schools Standards of Effective Teaching.
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 teacher’s 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 student Individualized Education Plans (IEPs), and provide timely, regular progress reports.
Provide accommodations for student learning and testing as needed.
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 modifications in response to student needs.
Assist with transitions to adult living services when appropriate.
Set ambitious learning goals, assess student understanding, and adjust instruction to support student achievement.
Deliver engaging, standards-aligned instruction that scaffolds and differentiates learning and promotes active participation.
Maintain a safe, productive, and respectful learning environment that values 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, and contribute to a collaborative adult learning community.