Teacher - Early Childhood and Moderate Disabilities​/Inclusion, Gr. K1; Long Term Substitute; S

Teacher - Early Childhood and Moderate Disabilities/Inclusion, Gr. K1 (Long Term Substitute) (SY25-26)

Join Boston Public Schools as a long‑term substitute teacher for the Early Childhood and Moderate Disabilities/Inclusion program, Kindergarten 1 (Grades K1). The position is expected to start as soon as possible and will end on 6/22/26. All substitute teachers are hired as per diem subs for long‑term assignments and begin at the per diem rate of pay. For more information about becoming a BPS substitute, please refer to our website.

Boston Public Schools is seeking an exceptional Early Childhood and Special Education teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. Teachers and leaders are committed to high expectations for achievement, equal access to instruction, and closing the achievement gap among student subgroups. BPS values creativity, innovation, and respect for teacher skills.

Reports to:

Principal/Head of school

• Teach the Early Childhood General Curriculum in a setting inclusive of students with special needs and English Language Learners (SEI).
• 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 and provide timely and regular progress reports on student development.
• Provide needed accommodations for student learning and testing when required, and if needed, develop and implement curriculum for the MCAS Alternative Assessment to assure progress.
• Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.

• Accountability for Student Achievement (Quality of Effort and Work, High Expectations, Adjustments to Practice)
• Sets ambitious learning goals, creates cognitively demanding tasks, and models belief that all students can master challenging material.
• Assesses students’ understanding regularly with ambitious goals and adjusts instruction to reach goals.
• Passionate and optimistic about students, content, and the teaching profession.
• Communicating Content Knowledge (Subject Matter Knowledge, Well‑Structured Lessons)
• Demonstrates mastery of and enthusiasm for the content area and its pedagogy.
• Connects content to real‑world settings and other content areas.
• Conveys content creatively and engagingly, aligned to standards.
• Equitable & Effective Instruction (Meeting Diverse Needs, Student Engagement, Safe Learning Environment)
• Scaffolds and differentiates instruction to support complex thinking and rigorous work.
• Uses practices that challenge, motivate, and engage all students.
• Builds a productive learning environment where every student participates and is valued.
• Cultural Proficiency (Respects Differences, Maintains a Respectful Environment)
• Creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
• Parent/Family Engagement (Engages with families and builds collaborative, respectful relationships).
• Professional Reflection & Collaboration (Reflective Practice, Professional Collaboration)
• Regularly reflects on practice, seeks and responds to feedback, and demonstrates commitment to continuous learning.

• Hold a Bachelor’s degree.
• Hold a Massachusetts Teaching License in Moderate Disabilities (PK‑8) AND Early Childhood.
• Meet all state and federal guidelines to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by Boston Public Schools.
• Current U.S. work authorization that is valid by the first day of employment.

• Experience teaching in urban schools.
• Degree in Special Education.
• Either SEI Endorsement or ESL License (PK‑6).
• Fluency in one of BPS’s official languages:
  Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
• Prefer teachers certified in moderate disabilities or English as a Second Language at the appropriate grade level.

The start and end times of BPS schools vary, and some schools offer a longer day through the Schedule A Expanded Learning Time agreement.

Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment 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. The district does not tolerate retaliation, bias‑based intimidation, threats, or harassment that demeans individuals’ dignity or interferes with learning or work.