Teacher - English as a Second Language and Moderate Disabilities, Gr. K1-6[Long-Term Substitute] (SY26-27)

Boston Public Schools; Boston (MA); On-site; USD 28,000 - 42,000; Part time

Job summary

Boston Public Schools seeks an exceptional English as a Second Language (ESL) and Special Education/Moderate Disabilities teacher to join our community of learners and leaders. This is a long-term substitute position starting 02/25/2027 and ending 06/30/2027, with per diem pay as per district policy.

The role reports to the Principal/Head of School and requires delivering ESL instruction to Multilingual Learners, collaborating with content teachers, and supporting ELL students with language

Qualifications

• Qualified ESL and Special Education (Moderate Disabilities) teacher.
• Experience collaborating with content teachers to support language development.

Responsibilities

• Provide ESL instruction to Multilingual Learners identified as English Learners.
• Collaborate with content teachers to align instruction and support language development across domains.
• Coordinate with instructional leadership to ensure language support and academic assistance.
• Assist with administration of ACCESS assessments for ELL students.
• Prepare for ELL student transition meetings and plan lessons aligned to WIDA standards.
• Demonstrate culturally proficient instructional practices and integrate technology for instruction.

Skills

ESL instruction

ELL support

Culturally responsive teaching

Technology integration

Tools

WIDA Standards

Job description

THIS IS A LONG-TERM SUB POSITION that is expected to start on 02/25/2027 and end on 06/30/2027. 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 English as a second Language (ESL) and Special education/moderate disabilities teacher 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: English as a Second Language

• Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
• Collaborate and communicate with the students’ content teacher(s) to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
• Collaborate and communicate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
• Assist with the oversight and delivery of ACCESS administration.
• Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
• Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
• Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
• Integrate technology into the classroom as an instructional tool and for personal productivity.
• Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
• Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
• Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.

Moderate Disabilities

• 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.
• Provide assistance to transition to adult living services as appropriate.

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

• 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 with standards
• Equitable & Effective Instruction

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.

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. 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 [e-mail].