Teacher - ESL and Moderate Disabilities/Inclusion (SY26-27)

TrulyHired; Boston (MA); Sur place; USD 70 000 - 90 000; Plein temps

Résumé du poste

Boston Public Schools is seeking an exceptional Special Education and English as a Second Language Inclusion teacher with an SEI endorsement. The role emphasizes high expectations, equitable access to instruction, and closing achievement gaps among diverse student subgroups.

The position reports to the Principal/Head of School and requires collaboration with colleagues to meet student needs, write IEP goals, and provide progress updates while supporting transitions to adult services as

Qualifications

• Bachelor's degree required.
• Massachusetts Teaching License in ESL and Moderate Disabilities required.
• Meet all state and federal guidelines to be fully licensed and Highly Qualified.
• Authorization to work in the United States by day one of employment.

Responsabilités

• 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 to support progress in the general curriculum.
• Write and implement IEP goals and provide regular progress reports on student development.
• Provide accommodations for learning and testing; develop curricula and analyze student work for MCAS Alternative Assessment progress.
• Collaborate with school staff to respond to student needs for modification and support transitions to adult living services.

Connaissances

IEP implementation

Collaboration

Differentiated instruction

Student assessment

Culturally responsive teaching

Communication

Formation

Bachelor's degree

Massachusetts Teaching License – ESL & Moderate Disabilities

Description du poste

Job Description

Boston Public Schools seeks an exceptional Special Education and English as a Second Language Inclusion 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 from 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

(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 the appropriate content area (English as a Second Language) and Moderate Disabilities 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.


• 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)).

Terms:

BTU, Group I

Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

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].

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