Teacher - Moderate Disabilities​/Inclusion; Long Term Substitute; SY

Teacher - Moderate Disabilities/[Inclusion] (Long Term Substitute) (SY25-26)

Join to apply for the Teacher - Moderate Disabilities/[Inclusion] (Long Term Substitute) (SY25-26) role at Boston Public Schools

This is a long-term substitute position expected to start on 03/09/2026 and end on 06/08/2026. All substitute teachers are hired as per diem subs. For more information about becoming a BPS sub, visit sub-central.

• Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.
• Provide small‑group instruction to students diagnosed with from 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 (IE) 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 for students transitioning to adult living services where appropriate.

• 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.

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in 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.

• 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…