Teacher - Dual Language Haitian-Creole Elementary Gr. 5; Long Term Substitute; Repost; SY

Overview

Teacher - Dual Language Haitian-Creole Elementary, Grade 5 (Long Term Substitute) – Repost for SY25-26

This is a long-term substitute position that is expected to start on 09/04/2025 and end on 12/01/2025. Substitutes are hired as per diem subs, even when placed in long-term assignments. Substitutes begin at the per diem rate of pay. For information about becoming a BPS substitute, please refer to the Sub-Central page.

This position is in a Haitian-Creole/English dual language school, so candidates must be bilingual and bi-literate in Haitian-Creole. An English as a Second Language license at the appropriate level is highly preferred.

Reports to: Principal/Head of School

• Teach:
  Elementary in a Dual Language Setting
• Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas.
• Implement district learning goals and objectives using district-supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum.
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.

• Accountability for Student Achievement – Sets ambitious learning goals, creates cognitively demanding tasks, and models belief that all students can master challenging material through effort.
• Subject Matter Knowledge and Well-Structured Lessons – Demonstrates mastery of and enthusiasm for the content and pedagogy; connects content to real-world settings and other standards; conveys content in engaging ways aligned to standards.
• Equitable & Effective Instruction – Scaffolds and differentiates instruction; challenges, motivates, and engages all students; fosters a productive learning environment where every student participates and is valued.
• Cultural Proficiency – Actively respects diverse backgrounds and maintains a respectful environment.
• Parent/Family Engagement – Builds collaborative, respectful relationships with families to support student learning.
• Professional Reflection & Collaboration – Regularly reflects on practice, seeks feedback, and participates in collaborative professional learning.

• Bachelor’s degree.
• Massachusetts Teaching License in Elementary 1-6.
• Meet all state and federal guidelines to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching as outlined by Boston Public Schools.
• Current authorization to work in the United States by first day of employment.

• Experience teaching in urban schools.
• Dual certification in ESL or a Bilingual Education Endorsement (Transitional Bilingual Education license or endorsement may be considered equivalent).
• Degree in Education.
• BPS values linguistic diversity; preference for candidates fluent in one of BPS official languages (Spanish, Creole - Cape Verdean, Creole - Haitian, Chinese, Vietnamese, Portuguese, Somali).
• Core content teachers should be certified in their subject area and, if possible, have qualifications in Moderate Disabilities and/or ESL.

BTU;
Salary and compensation information available at ohc under "Employee Benefits and Policies".

The start and end times of BPS schools vary, as do school-day lengths and the possibility of a longer day under the Schedule A Expanded Learning Time (ELT) agreement.

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.