Teacher - Dual Language Haitian Early Childhood Gr. K1; Bilingual Education Endorsement Requi
Listed on 2026-03-03
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Education / Teaching
Special Education Teacher, Teacher Assistant/ Paraprofessional, Elementary School, Bilingual
Teacher - Dual Language [Haitian] Early Childhood Gr. K1 (Bilingual Education Endorsement Required) (SY26-27)
Boston Public Schools Mattahunt Elementary - Boston, Massachusetts. Open in Google Maps
Job DetailsJob : 5540844
Final date to receive applications: Dec 01, 2026 11:59 PM (Eastern Standard Time)
Re-Posted: Mar 01, 2026 5:00 AM (UTC)
Starting Date: To Be Determined
This position is located in a/an Haitian/English dual language school, so candidates must be bilingual and bi-literate in Haitian
. An English as a Second Language license at the appropriate level is highly preferred.
Boston Public Schools seeks an exceptional Dual Language Haitian Elementary 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 School
Teach:
Elementary in a Dual Language Setting
- Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas.
- Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
- Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
- Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum.
- Administer district mid-year and end-of-year assessments in accordance with district guidelines.
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, 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
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
- Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires.
- Demonstrates understanding of 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
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. 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.
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.
Parent/Family Engagement
(III-A-1. Parent/Family Engagement)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning.
Professional Reflection & Collaboration
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