Teacher - Moderate Disabilities​/Resource; SEI Endorsement FTE; SY

Teacher - Moderate Disabilities/Resource (SEI Endorsement Required) [0.8 FTE] (SY26-27)

Boston Public Schools Quincy Elementary – Boston, Massachusetts

Job : 5529713
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 job posting is closed

Boston Public Schools (BPS) seeks an exceptional Special Education/Resource Room teacher with 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 matter. In BPS, 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, innovation and respects their skills and abilities as a teacher.

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 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; develop and implement curriculum, 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

• Accountability for Student Achievement – sets ambitious learning goals, uses instructional and clinical practices that reflect high expectations, engages all students in learning, consistently defines high expectations for student learning goals and behavior, assesses student learning regularly using a variety of assessments, effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge – exhibits strong knowledge of child development and how students learn and behave, 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 – builds a productive learning environment where every student participates and is valued; uses instructional and clinical practices that challenge, motivate, and engage all students and facilitate active participation; consistently adapts instruction, services, plans, and assessments to make curriculum and supports accessible to all students.
• 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, builds collaborative, respectful relationships, consistently provides parents with clear expectations for student learning behavior and/or wellness, shares strategies to promote learning and development at school and home.
• Professional Reflection & Collaboration – regularly reflects on practice, seeks and responds to feedback, demonstrates self‑awareness and commitment to continuous learning and development; consistently collaborates with colleagues through shared planning or informal conversation to analyze student performance and development and plan appropriate interventions; regularly provides advice and expertise to general education teachers…