Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 4 (Longterm Sub) (SY26-27)

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

Job summary

Boston Public Schools seeks an exceptional Elementary and Special Education teacher with an SEI endorsement to join our community of teachers, learners and leaders. This long-term substitute position starts 10/13/2026 and ends 04/12/2027, with per diem pay.

Reports to the Principal/Head of School and emphasizes high expectations and closing achievement gaps. The role involves teaching Elementary General Curriculum with SEI, supporting English Language Learners and students with disabilities,

Qualifications

• SEI endorsement required.
• Experience with elementary and special education settings.
• Experience writing and implementing IEP goals and progress reports.
• Ability to provide accommodations and adapt curriculum for diverse learners.
• Ability to collaborate with school teams and families.

Responsibilities

• Teach Elementary General Curriculum including students with Special Needs and English Language Learners.
• Provide small-group instruction to support progress in the general curriculum.
• Write and implement goals and objectives aligned with IEPs and report progress.
• Provide accommodations and adapt curriculum for MCAS Alternative Assessment readiness.
• Collaborate with school staff to support student needs and modifications.

Skills

SEI endorsement

Elementary education

Special education

IEP development

Small-group instruction

Differentiated instruction

Collaboration

Assessment

Job description

THIS IS A LONG-TERM SUB POSITION that is expected to start on 10/13/2026 and end on 04/12/2027. 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

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:

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)

• Eng