Teacher - Dual Language Spanish Moderate DisabilitiesResource Bilingual Education Endorsement Required SY25-26
Teacher - Dual Language Spanish Moderate DisabilitiesResource Bilingual Education Endorsement Required SY25-26
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1 Vacancy
Job Description
This position is located in a/an Spanish/English dual language school so candidates must be bilingual and biliterate in Insert Language. An English as a Second Language license at the appropriate level is highly preferred.
Boston Public Schools seeks an exceptional Dual Language insert language/Moderate Disabilities/Resource 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/Head of Schools
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 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.
Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP) the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.
- Accountability for Student Achievement
(IIA1 Quality of Effort and Work IID2 High Expectations I B2 Adjustments to Practice)
- Sets ambitious learning goals for all students uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
- Consistently defines high expectations for student learning goals and behavior.
- Assesses student learning regularly using a variety of assessments to measure growth and understanding.
- Effectively analyzes data from assessments draws conclusions and shares them appropriately.
- Communicating Professional Knowledge
(IA1 Professional Knowledge IA2 Child Adolescent Development IA3 Plan Development)
- Exhibits strong knowledge of child development and how students learn and behave and designs effective and rigorous plans for support with measurable outcomes.
- Demonstrates knowledge of students developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
- Equitable & Effective Instruction
(IIA3 Meeting Diverse Needs IIA2. Student Engagement IIB1. Safe Learning Environment IIB2 Collaborative Learning Environment ID3 Access to Knowledge)
- Builds a productive learning environment where every student participates and is valued as part of the class community.
- Uses instructional and clinical practices that are likely to challenge motivate and engage all students and facilitate active participation.
- Consistently adapts instruction services plans and assessments to make curriculum/ supports accessible to all students.
- Cultural Proficiency
(IIC1. Respects Differences IIC2. Maintains a Respectful Environment)
- Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected.
- Parent/Family Engagement
(IIIA1. Parent/Family Engagement IIIB2. Collaboration)
- Engages with families and builds collaborative respectful relationships with them in service of student learning.
- Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
- Professional Reflection & Collaboration
(IVA1. Reflective Practice IVC1. Professional Collaboration IVC2. Consultation)
- Regularly reflects on practice seeks and responds to feedback and demonstrates selfawareness and commitment to continuous learning and development.
- Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and to plan appropriate interventions at the classroom or school level.
- Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic behavioral and social/emotional learning experiences for students.
Qualifications Required
- Education: Hold a bachelors degree.
- Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
- Hold a Bilingual Education Endorsement. Please note a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the Department shall be deemed the equivalent of the Bilingual Education Endorsement.
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
- Ability to meet the BPS Standards of Effective Practice as outlined above.
- Current authorization to work in the United States Candidates must have such authorization by their first day of employment.
QualificationPreferred
- Experience teaching in urban schools.
- Degree in Special Education.
- Dual certification in ESL.
- 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.
- In order to best serve all students BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities English as a Second Language (at the appropriate grade level(s).
Terms: BTU Group I
Please refer to (under Employee Benefits and Policies) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
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.
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.
Employment Type
Full-Time
