Teacher - Moderate Disabilities/Applied Behavior Analysis (ABA) (Anticipated Vacancy) (Long Ter[...]

Boston Public Schools; Boston (MA); Hybrid; USD 50,000 - 70,000; Full time

Benefits offered by this job

Support for creativity and innovation

Professional development opportunities

Job summary

Boston Public Schools seeks an exceptional Special Education Applied Behavior Analysis (ABA) Teacher with an SEI Endorsement to join our community. This long-term substitute position is expected to start on 09/02/2026 and end on 01/04/2027. You will implement district learning goals, provide small-group instruction, and collaborate with staff to support student success.

The ideal candidate should hold a Bachelor's degree and a Massachusetts Teaching License in Moderate Disabilities. Experience teaching in urban schools is preferred. Boston Public Schools values diversity and seeks individuals who contribute to an inclusive learning environment.

Qualifications

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
• Current authorization to work in the United States.

Responsibilities

• Implement district learning goals and objectives.
• Provide small-group instruction to students with moderate to severe cognitive delays.
• Write and implement goals consistent with Individualized Education Plans (IEPs).
• Collaborate with other staff members to support student needs.

Skills

Teaching in urban schools

Effective communication

Student-centered instruction

Education

Bachelor's degree

Massachusetts Teaching License in Moderate Disabilities

Job description

This position is an anticipated vacancy. It is expected to be vacant by 09/02/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

This is a long‑term substitute position that is expected to start on 09/02/2026 and end on 01/04/2027. 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 Special Education Applied Behavior Analysis (ABA) 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 for students transitioning to adult living services where appropriate.

Core Competencies

• 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 (I-A-1. Subject Matter Knowledge, I-A-4. Well‑Structured Lessons)
• 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.
• 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.
• 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.
• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• 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: Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in 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.
• Hold either ESL License at the appropriate level or SEI Endorsement.
• 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.

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].