Teacher - English as a Second Language and Moderate Disabilities [Learning Specialist], Gr. K-8[...]

Teacher - English as a Second Language and Moderate Disabilities [Learning Specialist], Gr. K-8 (Longterm Sub) [Anticipated Vacancy] (SY26-27) Frederick Elementary School, Boston, Massachusetts – This anticipated long‑term substitute position will open on September 8 2026 and conclude on January 4 2027. Hired candidates begin at the per‑diem rate; the position will be confirmed only after the incumbent vacates. Job ID: 5704804 Start Date: Aug 23 2025 Application Deadline: Jun 01 2026 23:59 Eastern Standard Time Responsibilities Instruction: Provide English as a Second Language (ESL) instruction to multilingual learners recognized as English learners. Alignment: Collaborate with content teachers to align language development across the four language domains with classroom instructional needs. Support Coordination: Work with instructional leadership, coaches, and administration to ensure ELL students receive language support and academic assistance. Assessment: Assist with ACCESS administration and organize ELL student transition meetings for those exiting ELL services. Lesson Planning: Design lessons aligned to WIDA Instructional Standards, differentiating for varying proficiency levels. Cultural Proficiency: Demonstrate cultural competency and employ culturally relevant instructional practices. Technology Integration: Use technology as an instructional tool and for personal productivity. WIDA Framework: Understand and fluently apply WIDA’s ELD Standards Framework and Can‑Do Descriptors. Assessment Administration: Assist classroom teachers in administering mandated state and local assessments for ESL learners when appropriate. Professional Development: Participate in district and state-sponsored PD to stay current with ELL instruction. Moderate Disabilities Responsibilities Implement district learning goals, aligning with state frameworks and identifying student portfolio access points. Provide small‑group instruction to students with moderate to severe cognitive delays in the general curriculum. Develop and implement goals and objectives consistent with students’ Individualized Education Plans (IEPs); provide timely progress reports. Apply accommodations for learning and testing; prepare curriculum and analyze student work for MCAS Alternative Assessment. Collaborate with staff to support modifications for student needs. Assist students’ transition to adult living services as appropriate. Core Competencies Accountability for Student Achievement Set ambitious learning goals for all students, creating cognitively demanding tasks and modeling the belief that all students can master challenging material. Assess student understanding regularly and adjust instruction to progress toward ambitious goals. Maintain passion and optimism about students, content, and the teaching profession. Communicating Content Knowledge Demonstrate mastery and enthusiasm for the content area and required pedagogy. Show how the subject matter applies in real‑world settings and connects to other content areas and standards. Convey content creatively and engagingly, aligning with standards. Equitable & Effective Instruction Scaffold and differentiate instruction so all students can engage in rigorous academic work. Use instructional practices that challenge and motivate all students while ensuring equitable participation. Build a productive learning environment where all students are valued. Cultural Proficiency Create and maintain an environment respecting diverse backgrounds, identities, strengths, and challenges. Parent/Family Engagement Engage families and build collaborative, respectful relationships to support student learning. Professional Reflection & Collaboration Reflect on practice, seek feedback, and demonstrate commitment to continuous learning. Participate in and contribute to a collaborative adult learning community. Qualifications Hold a bachelor's degree. Hold valid Massachusetts teaching licenses in ESL and Moderate Disabilities at the appropriate grade levels. Complete state and federal guidelines to be fully licensed and “Highly Qualified.” Meet the Standards of Effective Teaching established by Boston Public Schools. Current authorization to work in the United States (must be in place by the first day of employment). Model excellent spoken and written English for students learning English. Preferred Qualifications Experience teaching in an urban setting. Fluency in one of Boston Public Schools’ official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali. Certifications in Moderate Disabilities or ESL at the appropriate grade levels. EEO Statement 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. BPS does not tolerate retaliation, bias‑based intimidation, threats, or harassment that demean individuals’ dignity or interfere with their ability to work or learn. If you require an ADA accommodation for the application process, please contact the Accommodations Unit at View email address on click.appcast.io. #J-18808-Ljbffr Young World Physical Education