Special Education; SPED) Teacher, William J. Ostiguy High School

Special Education (SPED) Teacher, William J. Ostiguy High School

Department: Education, Training, and Youth Services

Employment Type: Fixed Term
- Part Time

Location: Dorchester
- Warren Street

Compensation: $35.20 / hour

Since 2006, ABCD, Inc. has operated the William J. Ostiguy High School (“Ostiguy High School”), a recovery high school that operates within the alternative educational high school framework. Ostiguy High School provides a safe and supportive school environment for youth who have made a commitment to pursue sobriety while also working to earn a high school diploma. Ostiguy High School offers the academic and clinical support to earn a high school diploma and pursue a postsecondary education at a community college, four-year university, or vocational school.

GENERAL DESCRIPTION: ABCD seeks a part-time Special Education (SPED) Teacher to join the community of teachers, learners, and leaders at the Ostiguy High School. This is a unique opportunity for an educator who is passionate about equity, relationship-driven instruction, and helping students engage with their education, efforts to achieve and maintain sobriety, and earn a BPS diploma. The SPED Teacher will provide specially designed instruction, case management, and social-emotional support to students within a flexible, student-centered, and trauma-informed learning environment.

Schedule: ABCD is seeking to hire an individual to work part-time, a minimum of five days a week/four hours per day during the Boston Public Schools district school year calendar. This role is in-person.

• Design and deliver specially designed instruction (SDI) aligned to students' Individualized Education Programs (IEPs), adapted for a part-time, non-traditional schedule.
• Serve as case manager for an assigned caseload of students who are working to achieve and maintain sobriety, including writing, monitoring, and updating IEPs in compliance with state and federal timelines.
• Convene and lead IEP Team meetings; collaborate with families, teachers, related service providers, and administrators to ensure appropriate placement and services.
• Progress-monitor student performance on IEP goals and adjust instruction and accommodations based on data.
• Collaborate with teachers to co-plan and support inclusive, competency-based instruction and appropriate accommodations/modifications.
• Provide social-emotional and behavioral support consistent with a trauma-informed approach suited to students who may have experienced disrupted schooling, homelessness, court involvement, or other barriers to attendance.
• Maintain accurate and timely documentation, including IEPs, progress reports, evaluations, and Medicaid/compliance paperwork as required by BPS and DESE.
• Participate in staff meetings, professional development, and school-wide events, as scheduled for part-time staff.
• Communicate regularly with families/guardians regarding student progress, attendance, and services.
• Support transition planning for students nearing graduation, including post-secondary, vocational, and independent living goals.

• Bachelor's degree required;
  Master's degree preferred.
• Current Massachusetts DESE license in Moderate Disabilities (or Severe Disabilities) at the appropriate grade level (7-12).
• SEI (Sheltered English Instruction) Endorsement, or active enrollment in an SEI Endorsement course.
• Meets all state and federal "Highly Qualified" guidelines for special education teachers.
• Demonstrated ability to write and implement compliant IEPs and manage a caseload.
• Strong communication, collaboration, and organizational skills.
• Ability to work effectively with older adolescents and young adults from diverse cultural, linguistic, and socioeconomic backgrounds, including students who are over-age and under-credited.
• Current authorization to work in the United States by the first day of employment.

Preferred Qualifications:

• Prior experience in an alternative education, competency-based, recovery, or re-engagement high school setting.
• Experience with trauma-informed, restorative, or social-emotional learning practices.
• Experience supporting English Learners (ELs) and multilingual learners.
• Familiarity with Boston Public Schools' IEP and data systems (e.g., ASPEN/Frontline, IEP direct systems).
• Experience with transition planning and community/vocational partnerships.

• Make a Difference:
  Every day, your work directly impacts the lives of thousands in the Greater Boston community,…