Teacher - English as a Second Language and Resource (Moderate Disabilities) [Lea
Young World Physical Education, Boston, MA, United States
Teacher - English as a Second Language and Resource (Moderate Disabilities) [Learning Specialist], K-6 (SY26-27)
Boston Public Schools seeks an exceptional English as a Second Language (ESL) and 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. BPS is committed to high expectations for achievement, equal access to instruction, academic proficiency for all students, and closing the achievement gap among subgroups.
Reports to: Principal/Head of School
Responsibilities
Teach ESL to English Learners, providing instruction across all four language domains.
Collaborate and communicate with content teachers to align instruction and support for both language development and classroom instructional needs.
Collaborate with the instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and academic assistance.
Assist with the oversight and delivery of ACCESS administration.
Prepare for and assist with organization of ELL student transition meetings for students ready to transition out of ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards, delivering appropriate lessons for varying levels of English proficiency.
Demonstrate cultural proficiency and use effective, culturally relevant instructional practices.
Integrate technology into the classroom as an instructional tool and for personal productivity.
Demonstrate an understanding and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Implement district learning goals and objectives, aligning with state frameworks and 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 progress reports on student development.
Provide needed accommodations for student learning and testing when required, and develop and implement curriculum for MCAS Alternative Assessment.
Collaborate as a team member within the school building to support other staff members in responding to student needs for modification.
Provide assistance to transition students to adult living services as appropriate.
Core Competencies
Accountability for Student Achievement: Sets ambitious learning goals, assesses understanding regularly, and owns adjustments to instruction.
Communicating Content Knowledge: Demonstrates mastery of content area and pedagogy, connects to real‑world applications, and conveys content creatively.
Equitable & Effective Instruction: Scaffolds and differentiates instruction, uses engaging practices, and builds a productive learning environment.
Cultural Proficiency: Creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement: Engages with families and builds collaborative, respectful relationships.
Professional Reflection & Collaboration: Reflects on practice, seeks and responds to feedback, and contributes to a collaborative adult learning community.
Qualifications Required
Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level.
Complete state and federal guidelines to be fully licensed and “Highly Qualified.”
Meet the Standards of Effective Teaching established by Boston Public Schools.
Current authorization to work in the United States.
Model excellent spoken and written English for students learning English in school.
Preferred Qualifications
Experience teaching in an urban setting.
Fluency in one of BPS’s official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Certification in the subject area and in both Moderate Disabilities and English as a Second Language (at the appropriate grade level(s)).
Terms
BTU, Group I. For more information on salary and compensation, please refer to
www.bostonpublicschools.org/ohr
(under “Employee Benefits and Policies”). Salaries are listed by Unions and Grade/Step.
Employee Benefits & Policies (EEO Statement)
BOS is an equal opportunity employer. In accordance with its nondiscrimination policies, it 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. BOS does not tolerate retaliation, 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.
#J-18808-Ljbffr
Boston Public Schools seeks an exceptional English as a Second Language (ESL) and 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. BPS is committed to high expectations for achievement, equal access to instruction, academic proficiency for all students, and closing the achievement gap among subgroups.
Reports to: Principal/Head of School
Responsibilities
Teach ESL to English Learners, providing instruction across all four language domains.
Collaborate and communicate with content teachers to align instruction and support for both language development and classroom instructional needs.
Collaborate with the instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and academic assistance.
Assist with the oversight and delivery of ACCESS administration.
Prepare for and assist with organization of ELL student transition meetings for students ready to transition out of ELL services.
Plan and deliver lessons aligned to WIDA Instructional Standards, delivering appropriate lessons for varying levels of English proficiency.
Demonstrate cultural proficiency and use effective, culturally relevant instructional practices.
Integrate technology into the classroom as an instructional tool and for personal productivity.
Demonstrate an understanding and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Implement district learning goals and objectives, aligning with state frameworks and 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 progress reports on student development.
Provide needed accommodations for student learning and testing when required, and develop and implement curriculum for MCAS Alternative Assessment.
Collaborate as a team member within the school building to support other staff members in responding to student needs for modification.
Provide assistance to transition students to adult living services as appropriate.
Core Competencies
Accountability for Student Achievement: Sets ambitious learning goals, assesses understanding regularly, and owns adjustments to instruction.
Communicating Content Knowledge: Demonstrates mastery of content area and pedagogy, connects to real‑world applications, and conveys content creatively.
Equitable & Effective Instruction: Scaffolds and differentiates instruction, uses engaging practices, and builds a productive learning environment.
Cultural Proficiency: Creates and maintains an environment that respects diverse backgrounds, identities, strengths, and challenges.
Parent/Family Engagement: Engages with families and builds collaborative, respectful relationships.
Professional Reflection & Collaboration: Reflects on practice, seeks and responds to feedback, and contributes to a collaborative adult learning community.
Qualifications Required
Hold a Bachelor’s degree.
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level.
Complete state and federal guidelines to be fully licensed and “Highly Qualified.”
Meet the Standards of Effective Teaching established by Boston Public Schools.
Current authorization to work in the United States.
Model excellent spoken and written English for students learning English in school.
Preferred Qualifications
Experience teaching in an urban setting.
Fluency in one of BPS’s official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Certification in the subject area and in both Moderate Disabilities and English as a Second Language (at the appropriate grade level(s)).
Terms
BTU, Group I. For more information on salary and compensation, please refer to
www.bostonpublicschools.org/ohr
(under “Employee Benefits and Policies”). Salaries are listed by Unions and Grade/Step.
Employee Benefits & Policies (EEO Statement)
BOS is an equal opportunity employer. In accordance with its nondiscrimination policies, it 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. BOS does not tolerate retaliation, 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.
#J-18808-Ljbffr