SEI Inclusion Teacher: Long-Term Sub (Special Ed)

Boston Public Schools; Boston (MA); On-site; USD 28,000 - 37,000; Full time

Job summary

Boston Public Schools seeks a Special Education Inclusion teacher with an SEI endorsement for a long-term substitute position beginning immediately and ending 11/30/2026. Substitutes start at the per diem rate and may transition to longer assignments as needed.

Responsibilities include implementing district goals, providing small-group instruction for students with cognitive delays, and developing IEP objectives with progress reporting. Collaboration and transition planning are required.

Qualifications

• Bachelor's degree required.
• Massachusetts Teaching License in appropriate content area and Moderate Disabilities.
• SEI endorsement or ESL license required.
• Fully licensed and Highly Qualified per state guidelines.
• Authorization to work in the United States by start date.
• Ability to meet Boston Public Schools' Standards of Effective Teaching.

Responsibilities

• Implement district learning goals aligned with state frameworks and identify access points for portfolio development.
• Provide small-group instruction for students with moderate to severe cognitive delays to progress in the general curriculum.
• Write and implement IEP goals and provide regular progress reports.
• Provide accommodations for learning and testing; develop curriculum if needed and analyze student work for progress.
• Collaborate with staff to support modifications and respond to student needs.
• Assist with transition to adult living services as appropriate.

Education

Bachelor's degree

Massachusetts teaching license (appropriate content area)

Moderate Disabilities certification

ESL license or SEI endorsement

Authorization to work in the United States

Job description

Boston Public Schools seeks a Special Education Inclusion teacher with an SEI endorsement for a long-term substitute position beginning immediately and ending 11/30/2026. Substitutes start at the per diem rate and may transition to longer assignments as needed.

Responsibilities include implementing district goals, providing small-group instruction for students with cognitive delays, and developing IEP objectives with progress reporting. Collaboration and transition planning are required.