Teacher - Severe Disabilities/[SPED Dev. Day Care DDC], K-6 (SEI Endorsement Required) (SY26-27)

Teacher - Severe Disabilities/[SPED Dev. Day Care DDC], K-6 (SEI Endorsement Required) (SY26-27) Boston Public Schools Carter School - Boston, Massachusetts Open in Google Maps Job Details Job ID: 5539924 Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time) Re‑Posted: Mar 01, 2026 5:00 AM (UTC) Starting Date: To Be Determined Job Description Who We Are At the Carter School , we proudly support students with diverse abilities, including those facing cognitive challenges, physical disabilities, and complex medical needs. Our innovative Transdisciplinary Model fosters collaboration among teachers and therapists, ensuring a holistic learning experience with the priority of increasing each student's ability to communicate through Augmentative and Alternative Communication (AAC). Our vibrant community celebrates a rich tapestry of cultures and backgrounds. Excitingly, in 2025, we moved to a beautiful new building featuring a therapeutic pool, sensory garden, rooftop classroom, and specialized spaces designed just for our students. We warmly invite you to join us at The Carter for the upcoming school year! Boston Public Schools (BPS) seeks an exceptional Special Education/Severe Disabilities 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 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 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 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 Education: Hold a Bachelor's degree. Hold a Massachusetts Teaching License in Severe Disabilities (All Levels). Hold either ESL License at the appropriate level or SEI Endorsement. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the BPS Standards of Effective Practice as outlined above. Current authorization to work in the United States – candidates must have such authorization by their first day of employment. Preferred Qualifications 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, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, & Somali. Terms Position Type: Traditional Job Categories: Classroom Teacher > ELL / ESL / SEI / TESOL Special Education > Alternative Learning Environment Special Education > General Special Education Special Education > Mentally Disabled Special Education > Multiple Disabilities Special Education > Severe/Profound Disabilities Job Requirements Bachelor degree preferred. Citizenship, residency or work visa required. Contact Information Boston Public Schools, Office of Human Resources 2300 Washington Street Roxbury, Massachusetts 02119 Email: View email address on click.appcast.io 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 View email address on click.appcast.io. 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