Teacher - Moderate Disabilities/Resource [Learning Specialist] (SEI Endorsement Required) [Anti[...]

Teacher - Moderate Disabilities/Resource [Learning Specialist] (SEI Endorsement Required) (Anticipated Vacancy) (SY26-27) Boston Public Schools | Kilmer K-8 – Boston, Massachusetts Job Details Job ID: 5682578 Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time) Posted: Apr 30, 2026 4:00 AM (UTC) Starting Date: To Be Determined Position Type: Traditional Job Categories: Special Education > General Special Education Special Education > Mild/Moderate Disabilities Job Description This position is an anticipated vacancy. It is expected to be vacant by 08/21/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation 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. 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. BPS is dedicated to 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 its schools. It is an environment that supports creativity, innovation, and respects teacher skills and abilities. Reports to: Principal/Head of School Key Responsibilities Implement district learning goals and objectives in alignment with state frameworks, and identify 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, 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 to support other staff members in responding to student needs for modification. Provide assistance for students transitioning to adult living services where appropriate. Core Competencies Accountability for Student Achievement Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations, and 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 and shares conclusions appropriately. Communicating Professional Knowledge 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 Builds a productive learning environment where every student participates and is valued. Uses instructional and clinical practices likely to challenge, motivate, and engage all students and facilitate active participation. Consistently adapts instruction, services, plans, and assessments to make curriculum and supports accessible to all students. Cultural Proficiency Actively creates and maintains an environment that respects students’ diverse backgrounds, identities, strengths, and challenges. Parent/Family Engagement Engages with families and builds collaborative, respectful relationships 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 Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning. Consistently collaborates with colleagues through shared planning and informal conversation to analyze student performance and plan appropriate interventions. Regularly provides advice and expertise to general education teachers and the school community to support effective academic, behavioral, and social/emotional learning experiences. Qualifications – Required Hold a bachelor's degree. Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level. Hold either an ESL License at the appropriate level or a SEI Endorsement. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet BPS Standards of Effective Practice as outlined above. Current authorization to work in the United States – must have by day one of employment. Qualifications – Preferred Experience teaching in urban schools. Degree in Special Education. Fluency in one of BPS’s official languages (Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, Somali) is a plus. Certification in subject area and one or both of the following: Moderate Disabilities, English as a Second Language (appropriate grade level). EEO 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, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, hairstyle, military status, immigration status, or English language proficiency, or any other factor prohibited by law. BPS does not tolerate any form of retaliation, 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