Teacher - English Second Language and Moderate Disabilities Learning Specialist Gr. K-6

Overview

Boston Public Schools seeks an exceptional English as a Second Language (ESL) and Special Education/Moderate Disabilities Teacher who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is a long-term substitute position that is expected to start on 09/08/2026 and end on 06/23/2027. Substitutes are hired as per diem subs, even when placed in long-term assignments, and begin at the per diem rate of pay.

For information about becoming a BPS sub, please refer to our website.

Reports to:

Principal/Head of School.

In BPS, teachers and leaders are committed to 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 place that supports creativity, innovation, and respect for teachers’ skills and abilities.

• Teach:
  English as a Second Language
• Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
• Collaborate and communicate with students’ content teachers to align instruction and support to English language development across all four domains and classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
• Collaborate and communicate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
• Assist with the oversight and delivery of ACCESS administration.
• Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
• Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
• Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
• Integrate technology into the classroom as an instructional tool and for personal productivity.
• Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
• Assist classroom teachers in the administration of all mandated state and local assessments for English language learners when appropriate.
• Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.

• Implement district learning goals and objectives, in alignment with state frameworks, with familiarity in 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 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 to support other staff members in responding to student needs for modification.
• Provide assistance to transition to adult living services as appropriate.

Using the Rubric of Effective Teaching, the Office of Human Resources 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…