Teacher - Moderate Disabilities/Resource (SEI Endorsement Required) (SY26-27)

Henderson Inclusion; Boston (MA); On-site; USD 60,000 - 90,000; Full time

Job summary

Boston Public Schools seeks a dedicated Special Education/Resource Room teacher with an SEI Endorsement to join our district. The candidate will support students with moderate to severe cognitive delays, align instruction with state frameworks, and contribute to high expectations and equity in learning.

The role reports to the Principal/Head of School and emphasizes collaboration with staff to support diverse learners and transitions to adult services where appropriate.

Qualifications

• SEI Endorsement required for the role.
• Candidate should be a highly qualified Special Education/Resource Room teacher.
• Experience with IEPs and MCAS-related planning is preferred.

Responsibilities

• Implement district learning goals aligned to state frameworks and adapt for student portfolios.
• Provide small-group instruction for students with moderate to severe cognitive delays within the general curriculum.
• Develop and monitor IEP goals and progress reports for students.

Skills

SEI Endorsement

Special Education

Resource Room

Job description

Teacher - Moderate Disabilities/Resource (SEI Endorsement Required) (SY26-27)

Boston Public Schools Henderson Inclusion - Boston, Massachusetts Open in Google Maps

This job is also posted in Boston Public Schools

Job Details

Job ID: 5905725
Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time)
Posted: Aug 27, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Job Description

Boston Public Schools (BPS) seeks an exceptional Special Education/Resource Room 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: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.

• 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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge

  (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction

  (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.
• 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, III-B-2. Collaboration)

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
• Professional Reflection & Collaboration

  (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates