Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 6 (Long-Term Substitute) (SY26-27)

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 6 (Long-Term Substitute) (SY26-27) Mattahunt Elementary, Boston, Massachusetts Job Summary This is a long‑term substitute position beginning 09/08/2026 and ending 01/04/2027. All substitute teachers are hired on a per diem basis. The position is expected to provide instruction in an inclusive setting with students who have moderate to severe cognitive delays and English Language Learners (SEI). Responsibilities Teach the Elementary General Curriculum in an inclusive environment. Implement district learning goals and objectives in alignment with state frameworks for student portfolios. Provide small‑group instruction to students diagnosed with moderate to severe cognitive delays to support understanding and progress. Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely progress reports. Provide accommodations for student learning and testing; develop and implement curriculum and prepare students for the MCAS Alternative Assessment. Collaborate with school staff to support other staff members in responding to student needs for modification. 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, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort. Assesses student understanding regularly with ambitious learning goals and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks. Passionate and optimistic about their students, content, and the teaching profession. Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery and enthusiasm for the content area and necessary pedagogy. Connects how the subject matter applies in real‑world settings and links to other content areas and standards. Conveys content in creative and engaging ways aligned to standards. Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction to support complex thinking and rigorous work for all students. Uses instructional practices that challenge, motivate, and engage all students and facilitate equitable participation. Builds a productive learning environment where every student is valued. Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) Actively creates and maintains an environment that respects students’ diverse backgrounds, identities, strengths, and challenges. Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships to support student learning. Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates commitment to continuous learning. Seeks to participate in and contribute to a collaborative adult learning community. Qualifications – Required Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in Elementary 1-6, Moderate Disabilities PK-8, and either an SEI Endorsement or an ESL license for the appropriate grade level. Meet all state and federal guidelines to be fully licensed and Highly Qualified. Demonstrate ability to meet the Standards of Effective Teaching outlined above. Hold current authorization to work in the United States. Qualifications – Preferred Experience teaching in urban schools. Degree in Special Education. Fluency in one of BPS’ official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali. Certification in moderate disabilities and (or) English as a Second Language at the appropriate grade level. Terms The start and end times of BPS schools vary, as do the lengths of the school day. Some schools have a longer school day through the “Schedule A” Expanded Learning Time (ELT) agreement. 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, native 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