Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 5 (Long-Term Substitute) (SY26-27)

Teacher – Elementary and Moderate Disabilities/Inclusion, Grade 5 (Long‑Term Substitute) THIS IS A LONG‑TERM SUB POSITION that is expected to start on 09/08/2026 and end on 01/01/2027. 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 ( Responsibilities Teach elementary general curriculum in a setting inclusive of students with special needs and English Language Learners (SEI). 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. Core Competencies 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 to standards. Equitable & Effective Instruction 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 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. Qualifications – Required Education Level: Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in Elementary 1‑6 AND Moderate Disabilities PK‑8 AND either SEI Endorsement OR ESL license 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 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. Equal Opportunity Statement 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 View email address on click.appcast.io. #J-18808-Ljbffr Young World Physical Education