Teacher-Moderate Disabilities/Emotional Impairment Strand SubSep [Gr. 7] (Anticapted Vacancy) (SEI Endorsement Required)(SY19-20)

West Roxbury, MASSACHUSETTS | 3 months
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Job Summary

West Roxbury

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Job Description

This position is an anticipated vacancy. It is expected to be vacant by 8/31/2019. 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.


Join our committed and passionate school community at the Young Achievers Science and Mathematics Pilot School, an inclusive K-8th Extended Learning Time school. Young Achievers is a Pilot School and as such operates with an internal Election to Work Agreement that specifies all expectations of working conditions for BTU members. All teachers work a 7 hour day with more time reserved for professional collaboration and development than in traditional BPS. At Young Achievers the Emotional Impairemetn Strand is called an Intensive Support Program ISP). An ISP teacher is the lead teacher in a partial inclusion classroom for up to ten students with emotional and behavior disorders. It is extremely complex and challenging position, yet tremendously rewarding. The ISP teacher is also responsible for developing and maintaining a safe and engaging learning environment in the self contained classroom. This includes: using a data-based classroom management system, implementing individual behavior plans and integrating social skills instruction into the daily classroom instruction. We have a seamless day program for all children. From Monday-Friday students attend from 8:30 – 4:00. We seek motivated, qualified staff that have expertise and interest in math/science and are ESL and special education certified.
Teaching responsibilities specific to Young Achievers will be made available to all applicants upon request and during the interview.


SCHOOL YEAR: 2019-2020


POSITION TITLE: Teacher-Moderate Disabilities/Emotional Impairment Strand SubSep (SEI Endorsement Required) (SY15-16)


This posting is for a SPED position.


Boston Public Schools seeks an exceptional SPECIAL EDUCATION (SpEd) 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.  


REPORTS TO:  Principal/Headmaster



  • 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 from moderate to severe emotional impairment to ensure understanding and progress in the general curriculum.

  • Write and implement goals and objectives consistent with students Individualized Education Plan (IEP) 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, 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 in responding to student's need for modification.

  • Provide assistance to transition to adult living services as appropriate.


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


1. 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.


2. 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, and 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.


3. 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, I-D-3 Access to Knowledge)

  • 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.


4. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.


5. 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.


6. 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 social/emotional learning experiences for students.



  • Education:  Hold a Bachelors degree.

  • Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level and either ESL Licensure 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.



  • Experience teaching in urban schools.

  • Degree in Special Education


    TERMS:  BTU, Group I


    Please refer to www.bostonpublicschools.org/ohc (Licensed Staff >> Employee Benefits and Policies) for more information on compensation.  Salaries are listed by Unions and Grade/Step.


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