Teacher - Severe Disabilities​/Disabilites; SEI Endorsement ; Longterm Subst

Position Summary

Boston Public Schools seeks an exceptional SPECIAL EDUCATION/SEVERE DISABILITIES (Multiple Disabilities) TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is a long‑term substitute position expected to start on January 5 2026 and end on May 4 2026. All substitute teachers are hired as per‑diem subs and begin at the per‑diem rate of pay.

For further information about becoming a BPS sub, please refer to our website: https://(Use the "Apply for this Job" box below)..

Reports to:

Principal/Headmaster

• 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 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, and, 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 to transition to adult living services as appropriate.

• Accountability for Student Achievement
  • 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
  • Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires.
  • Demonstrates understanding for 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
  • 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
  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Professional Reflection & 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.

• Hold a Bachelor’s degree.
• Hold a Massachusetts Teaching License in Severe Disabilities (All Levels).
• Hold either an ESL License at the appropriate level or SEI 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.

• Experience teaching in urban schools.
• Degree in Special Education.
• 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…