Teacher Moderate DisabilitiesResource, Gr. 9-12 (SEI Endorsement Required) (SY26-27)

Boston Public Schools (BPS) seeks an exceptional Special Education/Resource Room teacherwith an SEI Endorsement 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 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.

The Boston Arts Academy a public high school for the visual and performing arts with students in Grades 9-12. It is a joint project of the Professional Arts Consortium the Berklee College of Music Boston Conservatory at Berklee Boston Architectural Center Emerson College Massachusetts College of Arts and the School of the Museum of Fine Arts) and the Boston Public Schools. Boston Arts Academy serves as a laboratory and a beacon for artistic and academic innovation preparing a diverse community of aspiring artist scholars to be successful in their college or professional careers and to be engaged members of a democratic society.

This innovative school features a college preparatory curriculum supporting integrated and interdisciplinary teaching and learning among arts and academic disciplines. Students explore the arts in both traditional and new media forms. The Academys program is enriched by the involvement of the six members of the Professional Arts Consortium. Both the program and the student body at Boston Arts Academy reflect the culture ethnic and linguistic diversity of Boston.

BAA is an autonomous school within the BPS that holds Pilot School status. This allows us autonomy over our schedule staffing budget governance and curriculum. As a result we have an Election to Work Agreement (EWA) which outlines the ways in which we leverage our autonomy with specific attention to additional working days hours and other working conditions that fall outside of the BTU/BPS contract. Teachers who choose to work at BAA do so with the understanding that our Election to Work Agreement establishes expectations beyond the standard BTU contract including additional professional development days extended learning time and a commitment to our full inclusion model. BTU members are required to work an additional 146 hours above the contracted time. That time includes attending 2 days of professional development before the BTU start day in August attending 2.5 additional days of professional development in June beyond the contracted days and attending a weekly hour department meeting outside of the contracted hours.

The Job Overview
Boston Arts Academy seeks an exceptional Special Education teacher who is deeply aligned with our mission as a full inclusion public arts high school and who views all students as capable of success given the appropriate tools and instruction.

This educator understands that every student learns differently and approaches special education with empathy high expectations and a strengths-based mindset. They use evidence-based strategies clear structures and individualized supports to ensure students can access meaningful learning experiences. Through collaboration with families and colleagues they advocate for their students while building independence confidence and essential life skills.

BAA educators hold high expectations for all learners and believe that rigorous instruction artistic inquiry and inclusive practices are inseparable. This is a role for a teacher who sees literacy as a tool for expression identity and social impact and who thrives in a creative collaborative arts-driven school community.

Reports to: Principal/Head of School

Responsibilities

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

• Provide small-group 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.

Instruction & Curriculum

• Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
• 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.
• Design and deliver daily lessons that are engaging culturally responsive rigorous and aligned to students individual needs and IEP goals.
• Support students in developing executive functioning and self-regulation skills.
• Contribute to department and school-wide artistic events showcases and productions
• Foster a classroom environment grounded in belonging creative risk-taking and mutual respect
• Maintain strong classroom structures and high expectations while honoring student voice and identity
• Embed opportunities for critical thinking collaboration communication creativity and digital/media literacy into instruction
• Collaborate with the Special Education team on curriculum development department initiatives and school events
• Support general education teachers in implementing effective strategies for differentiation intervention and scaffolding to ensure access for all learners in a full inclusion setting
• Collaborate closely with content teachers ESL teachers and related service providers to co-plan and deliver instruction that supports students with IEPs and multilingual learners
• Use Universal Design for Learning (UDL) principles and flexible instructional practices to support diverse learning needs

Special Education Documentation and Progress Monitoring

• Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
• Regularly update student progress toward individual IEP goals and benchmarks using specific data collected throughout each term
• Administer education assessments and progress monitoring tasks to collect data on student growth
• Communicate with families teachers and related service providers of students on your caseload to share updates collect progress monitoring data and plan support
• Attend IEP meetings of students on your caseload to report on progress and make recommendations

Family & Community Engagement

• Serve as an advisor to a group of 1215 students (grades 912) meeting twice weekly
• Build a strong advisory community and coach students in goal-setting and personal growth grounded in BAAs shared values: community with social responsibility vision with integrity passion with balance and diversity with respect
• Communicate regularly with families about student progress
• Be visible and accessible to students and families through Google Classroom email and the student information system
• Attend one evening family meeting per semester

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP) the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.

1. 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 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.

1. Communicating Professional Knowledge

(I-A-1 Professional Knowledge I-A-2 Child Adolescent Development I-A-3 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.

1. Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs II-A-2. Student Engagement II-B-1. Safe Learning Environment II-B-2 Collaborative Learning Environment I-D-3 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.

1. 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.

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement III-B-2. 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.

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice IV-C-1. Professional Collaboration IV-C-2. Consultation)

• Regularly reflects on practice seeks and responds to feedback and demonstrates self-awareness 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

1. Education: Hold a bachelors degree.
2. Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.
3. Hold either ESL License at the appropriate level or SEI Endorsement.
4. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
5. Ability to meet the BPS Standards of Effective Practice as outlined above.
6. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualification-Preferred

1. Experience teaching in urban schools.
2. Masters Degree in Special Education or related field
3. Demonstrated commitment to full inclusion practices and experience supporting diverse learners
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.
5. 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 the BPS website 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 on the basis of race color age criminal record physical or mental disability pregnancy or pregnancy-related conditions homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics natural or protective hairstyle military status immigration status English language proficiency or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process please contact the Accommodations Unit at .

Required Experience:

IC