Teacher - Moderate Disabilities/Resource, K-8 (SEI Endorsement Required) (SY26-27)

Teacher - Moderate Disabilities/Resource, K-8 (Bilingual Education Endorsement Required) (SY26-27) Job Description This position is in a dual-language Spanish school. All applicants must be biliterate/bilingual. 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. BPS is committed to high expectations, equal access, academic proficiency for all, and closing the achievement gap. Reports to: Principal/Head of School 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 students’ 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; 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, 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; 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 and supports accessible to all students. 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 self‑awareness and commitment to continuous learning and development. Consistently collaborates with colleagues through shared planning and informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications - Required Education: 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 an 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. Experience teaching in urban schools. Degree in Special Education. BPS values linguistic diversity and appreciates candidates who speak another language; BPS is particularly interested in candidates who are fluent in one of BPS's official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, Somali. Preferred: Hold subject area certification and either Moderate Disabilities or English as a Second Language (appropriate grade level(s)). Terms BTU, Group I 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, 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