Teacher - English as a Second Language [Long Term Substitute] (SY26-27) (Repost)

Boston Public Schools; Boston (MA); In loco; USD 60.000 - 80.000; Part-time

Descrizione del lavoro

Boston Public Schools seeks an exceptional ESL teacher for a long-term substitute position from 09/02/2026 to 01/04/2027. Substitutes begin at per diem pay and may extend into longer assignments as needed.

The teacher will provide ESL instruction to Multilingual Learners, collaborate with classroom teachers to align language development, and support ELL students with assessments and transitions.

Competenze

• Bachelor's degree required and MA/State ESL licensure preferred.
• Current authorization to work in the United States.
• Ability to meet Standards of Effective Teaching.

Mansioni

• Provide ESL instruction to multilingual learners identified as English Learners.
• Collaborate with content teachers to align language development with instruction.
• Deliver lessons aligned to WIDA standards and Can Do descriptors.
• Assist with ACCESS administration and ELL transitions as needed.
• Attend professional development to stay current in ELL teaching.

Conoscenze

ESL Instruction

Collaboration

Curriculum Alignment

Tech Integration

Formazione

Bachelor's degree

Massachusetts ESL license

Highly Qualified status

Descrizione del lavoro

THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/02/2026 and end on 01/04/2027. 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) 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 ACCESSadministration.
• 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.

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:

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

• Accountability for Student Achievement

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

• 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

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

• 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

• Actively creates and maintains an environment where 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 valid Massachusetts Teaching License in ESL at the appropriate grade level.
• Complete 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.
• Able to model excellent spoken and written English for students learning English in school.

Qualifications - Preferred

• Experience teaching in an urban setting.
• 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, Cabo Verdean Creole, Haitian Creole, 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.

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].