Teacher - Severe DisabilitiesSpecial Education Multihandicpd classes G1-05 FTE PART-TIME Long-Term Substitute SY24-25

THIS IS A LONG TERM SUB POSITION that is expected to start on 02/01/25 and end on 6/20/25. Please note all substitute teachers are hired as per diem subs even when placed in long term assignments. All substitutes begin at the per diem rate of pay.

Boston Public Schools seeks an exceptionalSPECIAL EDUCATION/SEVERE DISABILITIESSpecial Education Multihandicpd classes G10.5 FTE PARTTIME TEACHER who is highly qualified and knowledgeable to join our community of teachers learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS the teachers and leaders are committed to the vision of 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 great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.

Reports to: Principal/Headmaster

RESPONSIBILITIES:

• Implement district learning goals and objectives in alignment with state frameworks having familiarity in identifying access points for student portfolio development.

• Provide smallgroup 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 (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 school building in supporting other staff members to respond to student needs for modification.

• Provide assistance to transition to adult living services as appropriate.

CORE COMPETENCIES: Using the Rubric of Effective Teaching the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

1. Accountability for Student Achievement

(IIA1. Quality of Effort and Work IID2. High Expectations IB2. Adjustments to Practice)

• Sets ambitious learning goals for all students creates cognitively demanding tasks and models the belief that 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

1. Communicating Content Knowledge

(IA1. Subject Matter Knowledge IA4. WellStructured Lessons)

• Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
• Demonstrates understanding for how the subject matter applies in realworld settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align to standards

1. Equitable & Effective Instruction

(IIA3. Meeting Diverse Needs IIA2. Student Engagement IIB1. 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

1. Cultural Proficiency

(IIC1. Respects Differences IIC2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected

1. Parent/Family Engagement

(IIIA1. Parent/Family Engagement)

• Engages with families and builds collaborative respectful relationships with them in service of student learning

1. Professional Reflection & Collaboration

(IVA1. Reflective Practice IVC1. Professional Collaboration)

• Regularly reflects on practice seeks and responds to feedback and demonstrates selfawareness and commitment to continuous learning and development
• Seeks to participate in and contribute to a collaborative adult learning community.

QUALIFICATIONSREQUIRED:

1. Education: Hold a Bachelors degree.
2. Hold a Massachusetts Teaching License in Severe Disabilities (All Levels)
3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
4. Ability to meet the BPS Standards of Effective Practice as outlined above.
5. Current authorization to work in the United States Candidates must have such authorization by their first day of employment.

QUALIFICATIONSPREFERRED:

1. Hold either ESL License at the appropriate level or SEI Endorsement.
2. Experience teaching in urban schools.
3. Degree in Special Education.
4. 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 (Haitian) Chinese Vietnamese Portuguese & Somali.

Terms:

The start and end times of BPS schools vary as do the lengths of the school day. Some BPS schools have a longer school day through the Schedule A Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a Schedule A ELT school check here: To see the bell schedule for every BPS school go to: Please note these times may be subject to change prior to the start of theschool year.

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 biasbased intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.