Teacher - Dual Language [Spanish] Moderate Disabilities/Resource (Long-Term Substitute) (SY26-27)

Job Details

Job ID: 5980950

Job Description

THIS IS A LONG-TERM SUB POSITION that is expected to start on 2/8/2027 and end at the conclusion of this school year. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).

The Hernández School provides a dual language, Spanish-English model for all students K1-6th grade. We seek diverse candidates that represent our student population, specifically those with native Spanish literacy levels who are able to teach and provide services equally in Spanish and English. All staff must be willing to adopt our Hernández Instructional Expectations which includes bilingual unit planning, academic language supports in Spanish and English, and ensuring sociocultural competencies in all lessons. Our school maintains a high level of collaboration with colleagues and partnership with families.

This position is located in a/an Spanish /English dual language school, so candidates must be bilingual and bi-literate in Spanish. An English as a Second Language license at the appropriate level is highly preferred.

Boston Public Schools seeks an exceptional Dual Language Spanish/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 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.

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

(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.

• 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.

• 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.

• 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, 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.

• 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

• Education: Hold a bachelor's 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.

Qualification-Preferred

• 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 the BPS website (https://ohr.bostonpublicschools.org/careers1/salary-grids-cbas) 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 [email protected] .

Position Type: Dual Language

Job Categories:

Classroom Teacher, Bilingual Education

Classroom Teacher, ELL / ESL / SEI / TESOL

Special Education, Alternative Learning Environment

Special Education, General Special Education

Special Education, Mild/Moderate Disabilities

Special Education, Multiple Disabilities

Job Requirements

Bachelor degree preferred.

Citizenship, residency or work visa required

Contact Information

Boston Public Schools, Office of Human Resources

2300 Washington Street

Roxbury, Massachusetts 02119

Email: [email protected]