Teacher - General Science and Moderate Disabilities/Inclusion, 6-8 (SEI Endorsement Required) (SY26-27)

Orchard Gardens is a K-8 Pilot School nestled in the heart of Roxbury with a strong academic and arts focus and a continued commitment to growth as a Transformation School. We seek educators who bring expertise, innovation, and a collaborative spirit to improve outcomes for all students in the OGPS community. We are working to strengthen purposeful learning, student leadership, and inclusive classrooms grounded in meaningful relationships among students, staff, and families. Our PRIDE values - Perseverance, Respect, Integrity, Daring, and Excellence - guide our shared efforts to ensure every student is challenged, supported, and inspired to achieve.

Boston Public Schools seeks an exceptional Special Education, Science, and Inclusion 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 PrincipalHead 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 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 to transition to adult living services as appropriate.

Core Competencies

Using the Rubric of Effective Teaching, the Office of Human Resources 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

These skills and abilities include:

• 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.
• Is passionate and optimistic about their students, their content, and the teaching profession.
• Communicates content knowledge effectively.

Equitable & Effective Instruction

• Meets diverse needs (II-A-3)
• Student Engagement (II-B-1)
• Safe Learning Environment (II-A-2)

These skills and abilities include:

• 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

• Respects Differences (II-C-1)
• Maintains a Respectful Environment (II-C-2)

These skills and abilities include:

• Actively creates and maintains an environment in which students diverse backgrounds, identities, strengths, and challenges are respected.
• Engages with families and builds collaborative, respectful relationships with them in service of student learning.

ParentFamily Engagement

• ParentFamily Engagement (III-A-1)

This skill and ability includes:

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.

Professional Reflection & Collaboration

• Reflective Practice (IV-A-1)
• Professional Collaboration (IV-C-1)

These skills and abilities include:

• 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:

• Education Level: Hold a Bachelors degree.

• Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.

• Hold either 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 Standards of Effective Teaching established by the Boston Public Schools as outlined above.

• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

• Preferred:

• 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 interested in candidates who are fluent in one of BPS official languages (Spanish, Creole, Cape Verdean Creole, Haitian, Chinese, Vietnamese, Portuguese, and Somali).

• 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.

Terms

Please refer to the BPS website 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 Americans with Disabilities Act (ADA) for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.