Teacher - Moderate Disabilities/Resource, K-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 (BPS) seeks an exceptional Special Education Resource Room 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 for students transitioning to adult living services where appropriate.

Core Competencies

Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.

• 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, uses instructional and clinical practices that reflect high expectations for students and student work, engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior, assesses student learning regularly using a variety of assessments to measure growth and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge

• I-A-1: Professional Knowledge

• I-A-2: Child Adolescent Development

• I-A-3: Plan Development

• Exhibits strong knowledge of child development and how students learn and behave, designs effective and rigorous plans for support with measurable outcomes.

• Demonstrates knowledge of students developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

• Equitable & Effective Instruction

• II-A-3: Meeting Diverse Needs

• II-A-2: Student Engagement

• II-B-1: Safe Learning Environment

• II-B-2: Collaborative Learning Environment

• Builds a productive learning environment where every student participates and is valued as part of the class community.

• Uses instructional and clinical practices that are likely to challenge, motivate, and engage all students and facilitate active participation.

• Consistently adapts instruction, services, plans, and assessments to make curriculum supports accessible to all students.

• 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

• III-B-2: Collaboration

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

• Consistently provides parents with clear expectations for student learning, behavior, and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration

• IV-A-1: Reflective Practice
• IV-C-1: Professional Collaboration
• IV-C-2: Consultation
• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and socio-emotional learning experiences for students.

Qualifications

• Required:

• Hold a bachelors degree.

• Hold a Massachusetts Teaching License in 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 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.

• Qualification-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.