Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 3 (Long Term Substitute) (Anticipated Vacancy) (SY26-27)

Mason Elementary

Boston (MA)

On-site

USD 60,000 - 85,000

Full time

3 days ago

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Job summary

Boston Public Schools' Mason Elementary seeks an exceptional Elementary and Special Education teacher with SEI endorsement for a long-term substitute position. The anticipated vacancy aims to start 2/6/27 and run through the last day of the school year, with per diem subs.

The hire may begin as a long-term substitute if vacancy timing shifts, per district policy. The role reports to the Principal/Head of School and emphasizes high standards, equity, and collaboration with staff to close

Qualifications

Hold a Massachusetts Teaching License for Elementary 1-6.
Bachelor's degree required and valid licensure by start date.
Meet state and federal guidelines to be fully licensed.
Authorized to work in the United States on day one.

Responsibilities

Teach Elementary General Curriculum in an inclusive setting with SEI.
Provide small-group instruction for students with moderate to severe delays.
Develop and monitor IEP goals and provide progress reports.
Offer accommodations and modify curriculum as needed.
Collaborate with staff to support diverse student needs.

Skills

Bachelor's degree

MA Teaching License (Elem 1-6)

Licensed & Highly Qualified

US Work Authorization

Education

Bachelor's degree

Job description

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 3 (Long Term Substitute) (Anticipated Vacancy) (SY26-27)

Boston Public Schools Mason Elementary - Boston, Massachusetts Open in Google Maps

This job is also posted in Boston Public Schools

Job Details

Job ID: 5971467

Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time)

Posted: Oct 26, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Job Description

THIS IS A LONG-TERM SUB POSITION that is expected to start on 2/6/27 and end on the last day of school. 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).

This position is an anticipated vacancy. It is expected to be vacant by 2/6/27. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

Boston Public Schools seeks an exceptional Elementary and Special Education teacher with an SEI endorsement 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/Head of School

Responsibilities

Teach: Elementary General Curriculum in a setting 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 with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
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 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 as a team member within the school building in supporting other staff members to respond to student needs for modification.

Core Competencies

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 all students can master challenging material through effective effort
Assess 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

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

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

(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

Cultural Proficiency

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

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

Parent/Family Engagement

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

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

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

Education Level: Hold a Bachelor’s degree.
Hold a Massachusetts Teaching License in Elementary 1-6
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.
Moderate Disabilities PK-8
AND SEI Endorsement OR ESL license for the appropriate grade level.
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)).

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. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Position Type: Pilot

Job Categories:

Classroom Teacher > Elementary

Special Education > General Special Education

Special Education > Mild/Moderate Disabilities

Job Requirements