Teacher - Moderate Disabilities​/Applied Behavior Analysis; ABA Gr. 3-5; SEI Endorsement Requir

This position is an anticipated vacancy and is expected to be vacant by 8/22/2026. 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.

Principal/Head of School

• 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 IEPs and provide timely and regular progress reports on student development.
• Provide needed accommodations for student learning and testing when required; 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
  • (II‑A‑1. Quality of Effort and Work, II‑D‑2. High Expectations, I‑B‑2. Adjustments to Practice)
  • 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
  • (I‑A‑1. Subject Matter Knowledge, I‑A‑4. Well‑Structured Lessons)
  • 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
  • (II‑A‑3. Meeting Diverse Needs, II‑A‑2. Student Engagement, II‑B‑1. Safe Learning Environment)
  • 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
  • (II‑C‑1. Respects Differences, II‑C‑2. Maintains a Respectful Environment)
  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement
  • (III‑A‑1. Parent/Family Engagement)
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Professional Reflection & Collaboration
  • (IV‑A‑1. Reflective Practice, IV‑C‑1. Professional 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.

• Education:
  
  Hold a Bachelor’s degree.
• Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
• Hold either an ESL License at the appropriate level or a 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 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.