This position is an anticipated vacancy. It is expected to be vacant by 9/5/2026. However, the current incumbent has a right to rescind their retirement leave or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.
This vacancy is the result of a one-year long-term leave of absence, and the educator on leave retains attachment rights to this position while on leave. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only.
Boston Public Schools seeks an exceptional Elementary and Special Education 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, 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
Responsibilities
Core Competencies Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:
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
IV-A-1. Reflective Practice
IV-C-1. Professional 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.
Qualifications - Required
Qualifications - Preferred
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 levels.
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 accommodations@bostonpublicschools.org.