Teacher - Early Childhood and Moderate
4 days ago
**_This position is an anticipated vacancy. It is expected to be vacant by the start of the School Year. 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._**
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Boston Public Schools seeks an exceptional **Early Childhood** 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.
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Reports to: Principal/Head of school
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**Responsibilities**
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**Teach: Early Childhood General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)**
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***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 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.**
**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:
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- Accountability for Student Achievement
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- (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, _I-B-2. Adjustments to Practice)_
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- 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
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- (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)_
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- Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires****:
- Can convey content in creative and engaging ways that align to standards***
- Equitable & Effective Instruction
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- (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)_
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- 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
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- (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)_
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- Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected***
- Parent/Family Engagement
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- (III-A-1. Parent/Family Engagement)_
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- Engages with families and builds collaborative, respectful relationships with them in service of student learning***
- Professional Reflection & Collaboration
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- (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)_
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- 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.***
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**Qualifications - Required**
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- **Education Level**: Hold a Bachelor's degree.
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- Hold a Massachusetts T
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