Teacher - Moderate Disabilities/Inclusion, Gr. 7 (Longterm Sub) (Anticipated Vacancy) (SY24-25)

THIS IS A LONG-TERM SUB POSITION that is expected to start after thanksgiving and end late January. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments.

All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http : / / bostonpublicschools.org / Page / 1095).

Any additional information you require for this job can be found in the below text Make sure to read thoroughly, then apply.

This position is an anticipated vacancy. It is expected to be vacant by 11 / 21 / 2024. However, the current incumbent has a right to rescind their retirement, leave, or resignation up 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 seeks an exceptional Special Education Inclusion 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. 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 with identifying 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. 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 the 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 : Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess :

• 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 - Required

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.
• 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 Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications - Preferred

• 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, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following : Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex / gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

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