Teacher - Elementary and English as a Second Language Specialist, Grades 1-6 (Long Term Sub) (S[...]

Young World Physical Education; Boston (MA); On-site; USD 50,000 - 70,000; Full time

Job summary

A leading educational institution in Boston seeks an Elementary and English as a Second Language Specialist for a long-term substitute position. Responsibilities include providing an interdisciplinary curriculum, fostering a positive classroom environment, and assessing student progress. The ideal candidate holds a Bachelor's degree and a Massachusetts Teaching License in Elementary 1-6 and ESL, as well as a commitment to equity and student engagement. The job starts on May 19, 2026, and is per diem.

Qualifications

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in Elementary 1-6 and ESL.
• Meet all state and federal guidelines to be fully licensed.

Responsibilities

• Creatively provide an interdisciplinary course of study that integrates analytical skills.
• Establish classroom structure that values positive relationships.
• Administer district mid-year and end-of-year assessments.

Skills

Creativity

Engagement

Cultural Proficiency

Reflection

Education

Bachelor's degree

Massachusetts Teaching License

Job description

Teacher - Elementary and English as a Second Language Specialist, Grades 1-6 (Long Term Sub) (SY25-26)

This long-term substitute position is expected to begin on 05/19/2026 and end on the last day of SY25-26. All substitutes are hired as per diem.

Boston Public Schools seeks an exceptional Elementary and English as a Second Language Specialist who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders.

NOTE: This position is likely not assigned to a homeroom and instead covers for P&Ds (planning periods) for homeroom teachers, providing additional content support.

Reports to: Principal/Head of School

Responsibilities

Elementary Teacher in an SEI setting

• Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas.
• Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners’ needs through structured routines, and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum.
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.

Core Competencies

• Accountability for Student Achievement
  • Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief 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.
• Communicating Content Knowledge
  • Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires.
  • Demonstrates understanding of 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.
• Equitable & Effective Instruction
  • 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.
• 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.
• Professional Reflection & 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

• Education: Hold a Bachelor’s degree.
• Hold a Massachusetts Teaching License in Elementary 1-6 and English as a Second Language.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools 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.
• Degree in Education.
• Dual licensure in Moderate Disabilities.
• Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
• Certification in subject area and English as a Second Language (at the appropriate grade level(s)).

Job Requirements

• Bachelor degree preferred.
• Citizenship, residency or work visa required.

All Boston Public Schools employees are entitled to equal opportunity employment under the nondiscrimination policies of the district. BPS does not discriminate on the basis of race, color, age, criminal record, disability, pregnancy, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law. BPS does not tolerate any form of retaliation or bias‑based intimidation that demeans individuals’ dignity.