Teacher - Severe Disabilities/[Multihandicapped], Gr. 7-12 (SEI Endorsement Required) (SY26-27)

Boston Public Schools BPS seeks an exceptional Special Education/Severe Disabilities/Multihandicaped 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.

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 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

• 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:

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. • Conveys 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: • Hold a Bachelors degree. • Hold a Massachusetts Teaching License in Severe Disabilities, All Levels. • 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 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.

• 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, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, and Somali.

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.

Boston Public Schools

In accordance with its nondiscrimination policies, Boston Public Schools 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.