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

Edison Elementary

Boston (MA)

Presencial

USD 33 000 - 44 000

Tempo integral

Há 4 dias

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Resumo da oferta

Boston Public Schools seeks an exceptional Elementary and Moderate Disabilities/Inclusion teacher with SEI endorsement for Grade 3 at Edison Elementary. This is a long-term substitute position starting 11/2/2027 and ending 1/5/2027, hired at per diem pay.

The teacher will implement district goals, deliver small-group instruction, develop IEP-based goals, provide accommodations, and collaborate with staff to support diverse learners in a rigorous general curriculum.

Qualificações

Bachelor's degree required.
Massachusetts Teaching License Elementary 1-6 with SEI Endorsement OR ESL license required.
Authorized to work in the United States by start date.

Responsabilidades

Implement district learning goals aligned with state frameworks and identify access points for student portfolio development.
Provide small-group instruction for students with moderate to severe cognitive delays within the general curriculum.
Write and implement IEP goals and provide regular progress reports.
Provide accommodations and develop curriculum as needed; prepare for MCAS Alternative Assessment.
Collaborate with team to respond to student needs for modification.

Formação académica

Bachelor's degree

Massachusetts Elementary 1-6 license

SEI Endorsement or ESL license

Descrição da oferta de emprego

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

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

This job is also posted in Boston Public Schools

Job Details

Job ID: 5962970
Application Deadline: Dec 14, 2026 11:59 PM (Eastern Standard Time)
Posted: Oct 16, 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 11/2/2027 and end on 1/5/2027. 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. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).

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

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

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

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
- 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
(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 AND SEI Endorsement OR ESL license for the appropriate grade level.
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
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 start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.

Position Type: Traditional
Job Categories:

Classroom Teacher > Elementary

Special Education > General Special Education

Special Education > Mild/Moderate Disabilities

Job Requirements