What’s in it for you?! - Drive impact for youth and families in need!
- Join a mission-first, trauma-informed team!
- Collaborate with passionate, caring pros!
- Thrive in a diverse, inclusive environment!
- Support whole-child, strength-based care!
If that’s you, let’s talk! |
Summary
A school in Massachusetts is seeking a full-time ELA Substitute Teacher to support middle or high school students through the end of the 2025–2026 school year. The school serves students with diverse academic and social-emotional needs and is committed to providing structured, supportive learning environments. This role focuses on delivering English Language Arts instruction while supporting students with emotional and behavioral needs. Provide consistent ELA instruction and classroom support for students with diverse learning and behavioral needs in a full-time, short-term assignment. What You’ll Do - Deliver English Language Arts instruction aligned with existing curriculum and lesson plans.
- Maintain a structured, supportive classroom environment that promotes student engagement.
- Support students with emotional and behavioral needs using appropriate strategies.
- Adapt instruction and materials to meet individual learning needs.
- Collaborate with special education staff and support teams to ensure student success.
- Monitor student progress and provide feedback to school staff as needed.
- Maintain classroom routines, expectations, and behavior management systems.
- Participate in staff meetings and school activities as required.
What You’ll Need - Bachelor’s degree in education or related field.
- Massachusetts teaching license in Moderate Disabilities (5–12) preferred.
- OR Massachusetts ELA licensure with experience supporting students with emotional disabilities.
- Experience working with middle or high school students.
- Strong classroom management and communication skills.
- Ability to commit to a full-time schedule (Monday–Friday, 8:00 a.m. – 4:00 p.m.) through June 2026.
Bonus Skills (Optional) - Experience in special education or therapeutic school settings.
- Familiarity with behavior intervention strategies and social-emotional supports.
- Ability to differentiate instruction for diverse learners.
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