Teacher – Elementary Grade 4 and Moderate Disabilities/Inclusion (Long-Term Substitute) (SY24-25)

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/06/2025 and end on 06/06/2025. 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. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).

The Joseph Lee K8 school is seeking a well qualified grade 4 Inclusion teacher. Our school has a heavy focus on inclusive practices and we are seeking a collaborative team member to add to our upper elementary team of teachers. We are seeking candidates who posses urban teaching experiences, strong behavior management and a collegial attitude. Teachers of diverse backgrounds, and who have both moderate and ESL licensure are encouraged to apply.

Boston Public Schools seeks an exceptional ELEMENTARY AND SPECIAL EDUCATION (SpEd) TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. 

REPORTS TO: Principal/Headmaster

RESPONSIBILITIES:

• Teach: Elementary General Curriculum in a setting that is inclusive of students with Special Needs and English Language Learners (SEI)
• 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 to students diagnosed from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
• Write and implement goals and objectives consistent with students Individualized Education Plan (IEP) and provide timely and regular progress reports on student development.
• Provide needed accommodations for student learning and testing when required. If needed develop and implement curriculum, collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
• Collaborate as a team member within school building in supporting other staff members in responding to student’s need for modification.
• Provide assistance to transition to adult living services as appropriate.

CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

1. Accountability for Student Achievement

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

• Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
• Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
• Passionate and optimistic about their students, their content, and the teaching profession

1. Communicating Content Knowledge

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
• Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align to standards

1. Equitable & Effective Instruction

(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

• Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
• Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
• Builds a productive learning environment where every student participates and is valued as part of the class community

1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
• Seeks to participate in and contribute to a collaborative adult learning community.

QUALIFICATIONS__REQUIRED:

1. Education: Hold a Bachelor’s degree.
2. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
3. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
4. Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.

QUALIFICATIONS__PREFERRED:

1. Experience teaching in urban schools.
2. Hold a Massachusetts Teaching License in Elementary 1-6, AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL licensure for the appropriate grade level.
3. Degree in Special Education
4. BPS values linguistic diversity and believe 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.
5. 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 www.bostonpublicschools.org/ohc (under “Employee Benefits and Policies”) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

Next year, many BPS schools will have a longer school day through the “Schedule A” Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a “Schedule A” ELT school, check here: bostonpublicschools.org/elt

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Read Full Description