Special Education Teacher
About the Employer
Teacher - Moderate Disabilities/Resource Grade PreK-6 (Long Term Substitute) (SY26-27)
Job Title and Context
This is a long-term sub position that is expected to start on 09/08/2026 and end on 01/05/2027. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay.
Job Summary
Boston Public Schools (BPS) seeks an exceptional special education/resource room teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders.
Reports To
Reports to: Principal/Head of School
Responsibilities
Implement District Learning Goals and Objectives
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.
Provide Small-Group Instruction
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
Write and Implement Goals and Objectives
Write and implement goals and objectives consistent with student individualized education plans (IEPs) and provide timely and regular progress reports on student development.
Provide Needed Accommodations
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS alternative assessment to assure progress and development.
Collaborate with Team Members
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
Provide Assistance for Students Transitioning to Adult Living Services
Provide assistance for students transitioning to adult living services where appropriate.
Core Competencies
Using the rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.
Accountability for Student Achievement
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
Communicating Professional Knowledge
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
Equitable & Effective Instruction
Builds a productive learning environment where every student participates and is valued as part of the class community; uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
Cultural Proficiency
Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.
Parent/Family Engagement
Engages with families and builds collaborative, respectful relationships with them in service of student learning; consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
Professional Reflection & Collaboration
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development; consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
Qualifications - Required
Education
Hold a Bachelor's degree.
Hold a Massachusetts teaching license in Moderate Disabilities for the appropriate grade level.
Hold either ESL license at the appropriate level or SEI endorsement.
Meet all state and federal guidelines in order to be fully licensed and highly qualified.
Ability to meet BPS standards of effective practice as outlined above.
Current authorization to work in the United States - candidates must have such authorization by their first day of employment.
Qualifications - Preferred
Experience Teaching in Urban Schools
Teach experience teaching in urban schools.
Degree in Special Education.
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms
BTU, Group I
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by unions and grade/step.
Boston Public Schools Nondiscrimination Policy
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn.