Boston Public Schools jobs in Boston, MA - 227 jobs

Join us on Thursday, March 19th at 5pm for our annual Experienced Educator Fair! This fair is specifically for current BPS educators who are interested in making a shift for SY2627. During our virtual fair, current BPS teachers will be able to speak directly with School Leaders and administrative team members who are actively recruiting to fill vacancies in their schools for SY2627. Our BPS Recruitment Team will guide candidates through rounds of introductions with those School Leaders, during which candidates will be able to introduce themselves and share their work history, training and skills. Location: Virtual Timing: Thursday, March 19th from 5-7pm. Click 'Apply for this Job' to submit your application to join us. Our team will review your submission and be in contact about next steps. Please reach out to *********************************** with any questions.

Boston College Introduction Founded in 1863, Boston College is a Jesuit, Catholic university located six miles from downtown Boston with an enrollment of 9,654 full-time undergraduates and 5,072 graduate and professional students. Ranked 37 among national universities, Boston College has 923 full-time and 1,336 FTE faculty, 2,822 non-faculty employees, an operating budget of $1.4 billion, and an endowment in excess of $3.9 billion. Job Description The Associate Vice President for Schools, Units, and Organizational Giving is a key member of the University Advancement (UA) leadership team, leading fundraising achievement for academic and unit-based priorities. This includes oversight of three major fundraising departments: Schools and Programs, the Athletics Development team, and Corporations and Foundations. The AVP serves as the chief architect for all University gift opportunities and fundraising cases, ensuring they are aligned with the University's priorities and financial needs, and are strategically presented to the philanthropic market in a way that is compelling for fundraising success. In this capacity, the AVP directs the fundraising strategy, concept development, proposal creation, and gift opportunities for all academic and non-academic unit priorities. This involves overseeing the University Advancement liaisons for the Provost, academic deans, Athletics Director, and other unit leaders including mission and ministry. In addition, the AVP will serve as the primary UA liaison for the Dean of Admissions and Financial Aid and the VP for Student Affairs, partnering with these leaders to advance fundraising strategies in support of financial aid and student life. Once established, this leader will advance a small portfolio of family and principal relationships. Full-Time Equivalent Hiring Range: $219,600 to $274,500; salary commensurate with relevant experience. How to Apply Lindauer, a global search and talent firm, has been retained to conduct this search on behalf of Boston College. Consideration of candidates will continue until the position is filled. If you are interested in applying for this position, please submit a resume through the Lindauer website. Prior to submitting your resume for this position, please read it over for accuracy. Lindauer does verify academic credentials for its candidates, and our clients frequently conduct background checks prior to finalizing an offer. Requirements This position requires a Bachelor's degree; an advanced degree is preferred. This position requires a minimum of 10‑12 years of experience in development, preferably at an institution of higher education; significant experience in fundraising in a research‑directed environment; a successful track record of securing gifts at the six‑ and seven‑figure‑plus levels, ideally within a complex nonprofit institution; significant experience working directly with the faculty, academic, and non‑academic unit leaders and staffing Deans, department chairs, and non‑academic VPs appropriately on fundraising initiatives; ability and interest in developing a working knowledge of the faculty's research and accomplishments as well as the priorities of non‑academic units including athletics, admissions and financial aid, student affairs, and mission and ministry, and aspirations and to convey the University's priorities to a variety of audiences, as well as experience supervising and motivating professional fundraising staff. This position requires energy, persistence, and proven success in engaging high‑level University leaders and faculty as well as potential donors and volunteers, including Trustees; the ability to both analyze and synthesize objective and subjective data and information; superior communications skills, both in writing and orally; and the ability to communicate effectively to such diverse audiences as faculty, staff, and prospective donors. This position requires regular travel as well as evening and weekend work to accomplish the goals of this position. Closing Statement Boston College offers a broad and competitive range of benefits depending on your job classification eligibility: Tuition remission for Employees Tuition remission for Spouses and Children who meet eligibility requirements Generous Medical, Dental, and Vision Insurance Low‑Cost Life Insurance Eligibility for both University‑Funded 401k and Employer‑Sponsored 403b Retirement Plans Paid Holidays Annually Generous Sick and Vacation Pay Additional benefits can be found on *********************************** Boston College conducts pre‑employment background checks as part of the hiring process. Boston College is an Equal Opportunity Employer and does not discriminate on the basis of any legally protected category, including disability and protected veteran status. Boston College's Notice of Nondiscrimination can be viewed at ************************************* #J-18808-Ljbffr

A prestigious educational institution in Boston is seeking an experienced Associate Vice President for Schools, Units, and Organizational Giving. The role involves leading fundraising efforts across various academic and non-academic units, requiring a Bachelor's degree and a minimum of 10 years in development, preferably in higher education. You will oversee fundraising strategies, work closely with Deans and unit leaders, and achieve substantial gifts. A competitive salary is offered based on experience, along with a comprehensive benefits package, including tuition remission and insurance options. #J-18808-Ljbffr

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole-child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well-being, supported by a dedicated team of mental health professionals and comprehensive staff training. What do we believe about our students? At the Boston Renaissance Charter Public School we believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach. What do we believe about Diversity Equity and Inclusion? At Boston Renaissance Charter Public School we are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti-racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity. What do we believe about our staff? At Boston Renaissance Charter Public School we believe highly qualified, student centered and cultural responsive educators are at the center of the work we are doing. Teachers are seen as leaders with a responsibility to be self-reflective learners, constantly improving their practice. We are looking for teachers who: * Prioritize Student Growth: Educators who are committed to fostering academic excellence while supporting students' social and emotional well-being. * Embrace Diversity and Inclusion: Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered. * Innovate and Inspire: Creative thinkers who use engaging, student-centered teaching strategies to inspire curiosity, critical thinking, and a love for learning. * Collaborate and Lead: Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community. * Commit to Continuous Growth: Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth. Summary: BRCPS is currently seeking a talented, passionate Math Specialist teacher that acts as a resource person by helping teachers develop effective research-based mathematics teaching practices that empower all students to reach personal mastery in mathematics learning. Major Responsibilities: Assess the effectiveness of mathematics instruction as evidenced by student learning Meet and instruct assigned classes in the locations and at the times designated. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students and employs a variety of instructional techniques and media. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. Guide the learning process toward the achievement of curriculum goals and - in harmony with the goals - establish clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Strive to implement by instruction and action of BRCPS's philosophy of education, instructional goals, and objectives. Assess the accomplishments of students on a regular basis and provides progress reports as required. Maintain accurate, complete, and correct records as required by law, school policy, and administrative regulations. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested. Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance. Strive to maintain and improve professional competence. Attend staff meetings and serves on staff committee as required. Morning Duty: Includes active supervision of hallways and classroom. Afternoon Duty: Includes active supervision of dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications: Bachelor's Degree Required Commitment to ensuring academic success for all students Experience working in an urban setting, preferred Experience working with diverse student populations, preferred Ability to read, interpret, and apply student performance data to instructional planning and execution Required license(s)/MTELs: DESE License: Elementary Math and SEI Endorsement. Or Passing the Massachusetts Tests for Educator Licensure (MTEL), this includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s).

Summary: Under the supervision of the teacher and BCBA, the ABA Paraprofessional will provide direct service to an individual student as assigned and participate in the daily instruction and activities of the school, program and class to which the student is assigned. Beyond the normal classroom activities, the duties of an ABA Paraprofessional correspond directly to the needs of the student. The ABA paraprofessional will reinforce the treatment plan created by the BCBA monitoring the student's behavior, reporting to the BCBA on the implementation of the treatment plan and progress toward objectives or performance goals. Must be physically capable of and willing to run, stand, sit, stoop, crawl, kneel, reach, twist, push, sit on the floor to complete activities and lift a child weighing more than 50 pounds as required to meet unique student needs. Major Responsibilities: Assist with and follow a variety of tasks pertaining to assigned student Carry out classroom schedule and routines Prepare materials and lessons with the classroom teacher Make copies of homework, parent notices, resources Assist in helping students complete assignments Directly implements skill- acquisition and behavior-reduction plans developed by the BCBA Monitor the student's progress on implementation of the goals of the treatment plan developed by the BCBA Attend to behavioral and medical needs Work closely with BCBA to ensure the treatment plan and risk management/safety plan is implemented as developed Implement school and district policies and procedures Arrive on time prepared to work Communicate with classroom teacher with regards to student's social, emotional, physical and academic needs Maintain confidentiality Develop and maintain helpful, supportive, respectful, and nurturing relationships with student and family Assist in the maintaining a safe, healthy, secure, exciting, and developmentally appropriate classroom Incorporate and pursue special interests and talents of student Morning Duty: Includes active supervision of hallways and classrooms. Afternoon Duty: Includes active supervision of the dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications: Required 48 college credits hours or Associate degree or Passing score on ParaPro test (Minimum requirement for meeting highly qualified status) Must have ABA background Strong background in communication and interpersonal skills Preferred Bachelor's Degree Assist in toileting and Activity of Daily Living (ADL) skills as determined by student need

The Newton Public Schools is seeking a College Work Study Intern to assist in elementary classrooms and gain hands-on experience in an educational setting. This position supports the daily routines of the classroom, student engagement during lunch and recess, and small group academic activities under teacher supervision. Responsibilities: Supervise and interact with students during lunch and recess to promote safety, inclusion, and positive behavior. Assist teachers by working with small groups of students on academic or enrichment activities. Prepare classroom materials, organize supplies, and assist with transitions throughout the day. Model respectful, responsible, and inclusive behavior for all students. Qualifications: Eligible for Federal Work-Study funding. Interest in education, child development, or related fields preferred. Reliable, responsible, and able to take direction from teachers and staff. Schedule and Compensation: Part-time during school hours; schedule determined based on class schedule and school needs. Hourly rate: $19.39-22.50 per hour

Boston College Introduction Founded in 1863, Boston College is a Jesuit, Catholic university located six miles from downtown Boston with an enrollment of 9,654 full-time undergraduates and 5,072 graduate and professional students. Ranked 37 among national universities, Boston College has 923 full-time and 1,336 FTE faculty, 2,822 non-faculty employees, an operating budget of $1.4 billion, and an endowment in excess of $3.9 billion. Job Description Duties and responsibilities include police and security work under the direction of a Sergeant or higher-ranking officer. In addition to the traditional role of a police department, the Boston College Police Department carries out a variety of proactive educational, outreach and crime prevention programs. We deliver professional and high-quality services with sensitivity to the unique concerns of the University community. As part of a service-oriented department, patrol officer's responsibilities include but are not limited to: * Patrolling the campuses and other assigned areas owned or controlled by Boston College on foot, and/or by various police vehicles and police dispatching; * Ensuring compliance with University rules and regulations as well as the laws of the Commonwealth of Massachusetts and to protect life and property; * Providing crime prevention information, developing partnerships with the community and serving as a proactive resource to the community; * Providing building security including locking doors; * Investigating and preparing preliminary investigation reports; * Enforcing parking and traffic rules and regulating pedestrian movement and behavior; * Providing first aid treatment and emergency medical transport to the college community as needed; * Exercising police powers by making arrests and assisting in the prosecution of criminal offenses. Officers may work as part of a public safety detail for University and athletic events including events involving work with other law enforcement agencies. Police Officers may also receive training and/or be delegated responsibility for additional work assignments that include Bicycle or Motorcycle Patrol, Investigations, Field Training Officer, Force Options/Defensive Tactics Instructors, Range Instructors, Background Investigator, Training Unit Instructor, Accreditation, and Crime Prevention Officer. Must be at least 21 years old. Must have the ability to maintain composure and perform under stressful conditions and to communicate effectively, both verbally and in writing. Must be able to work all schedules including nights, weekends, and holidays. Boston College conducts background checks, including education, and verifies COVID-19 vaccination and booster as part of the hiring process. Requirements * Must be 21 years or older * Associates Degree preferably in Criminal Justice or a related field * U.S. Citizenship * High School Diploma or GED equivalent * Valid Massachusetts Driver's License * Ability to obtain Massachusetts Class 'A' Firearms Permit * One or two years related professional experience * Strong interpersonal and communication skills * Must pass background investigation, medical examination, and psychological screening * Must meet Municipal Training Committee fitness standard * Must successfully graduate or have graduated (preferred) from a Municipal Police Training * Committee (MPTC) approved full time recruit academy, or the Massachusetts Special State * Police Officers Academy (SSPO classes 1-30 only), or an MPTC approved academy combined with the MPTC Bridge Academy that meets the requirements to be certified under POST-C. * Ability to obtain certification issued by the Massachusetts Peace Officer Standards and Training Commission (POST-C), meeting the statutory requirements set forth in Chapter 253 of the Acts of 2020 chapter 6E authorizing employment to work as police officer in the Commonwealth. * Successful completion of a twelve (12) month probationary period * No person who has been convicted of a felony or of an offense involving Chapter 94C or 209A of the Massachusetts General Laws, or similar violations in other areas, will be considered for police employment. * The hiring department will contact only applicants selected for interview. Closing Statement Boston College offers a broad and competitive range of benefits depending on your job classification eligibility: * Tuition remission for Employees * Tuition remission for Spouses and Children who meet eligibility requirements * Generous Medical, Dental, and Vision Insurance * Low-Cost Life Insurance * Eligibility for both University-Funded 401k and Employer-Sponsored 403b Retirement Plans * Paid Holidays Annually * Generous Sick and Vacation Pay * Additional benefits can be found on *********************************** Boston College conducts pre-employment background checks as part of the hiring process. Boston College is an Equal Opportunity Employer and does not discriminate on the basis of any legally protected category, including disability and protected veteran status. Boston College's Notice of Nondiscrimination can be viewed at *************************************

Summary: The School Nurse provides skilled nursing care and management of the medical needs of students as well as medication administration. Immunization surveillance and routine health screenings are conducted annually. Routine emergency care is provided for students and staff. For students with complex medical needs, the school nurse may act as a liaison for the school, home, and outside medical facilities. The school nurse promotes student wellness and assists in maintaining a healthy school environment. The School Nurse keeps abreast of Public Health policy and issues which may impact on the health and well-being of the school and community. Nursing Services: Using the nursing process, collaborates with the parent/guardian and student, where appropriate, to develop and implement an individualized health care plan for the student: Collects information about the health and developmental status of the student, his/her family in a systematic and continuous manner including health and social histories, screening results, physical assessment, emotional status, performance level and health goals; Provides emergency medical care to students. Develops a nursing diagnosis and care plan with specific goals and interventions delineating nursing actions specific to student needs and coordinated with the efforts of other providers and school personnel and implements plans in a manner aimed at improving health and educational status; Provides medically prescribed interventions, including medication administration (based on state regulations); Responds to child neglect or abuse issues (as required by Massachusetts statute); Monitors and assesses compliance with immunization standards as per BRCPS and DPH regulations. Assesses student response to nursing actions in order to revise the database, nursing diagnoses, and nursing care plan and to determine the progress made toward goal achievement; documents pertinent information in student records or confidential nursing notes; Provides first aid to injured children and staff; provides everyday care of acutely ill children; manages children with communicable diseases Administers CPR and responds promptly to emergencies; Conducts mandated screening and immunization surveillance, referring and providing follow-up for students as indicated; Assumes responsibilities for in-service programs for school personnel for first aid, emergency care protocols (including CPR and the use of the automatic external defibrillator), and current health issues; Collaborates with other professionals, team members Participates as a team member; with parental consent when indicated, shares information with other team members about children with special health care problems which affect their safety, learning and growth; Acts as an advocate for the student and family when appropriate; Attends Special Education Team meetings as needed; Identifies health-related needs for inclusion in the individual education plan and works with school-based team toward the achievement of IEP related goals; Assists students, families, and groups to achieve optimal levels of wellness through health education and promotion Other duties as directed by the Director of Student Services Qualifications: Bachelor's of Science State of Massachusetts License as Registered Nurse Certified in CPR/AED Licensed or eligible for DESE school nurse certification (or ability to obtain within 1 year of employment) Minimum two years of experience in pediatric or community health nursing

This position is covering for a lunch monitor on leave. If the lunch monitor returns from leave, the monitor filling in will vacate. Reports to: Principal/Head of School General Description: Responsibilities: * Supervision of up to 30 students * Distribution of lunch inside the classroom * General clean up of the classroom after lunch * Escorting the students to recess * Other duties as requested by the Principal Terms: 3 hours per day. Designated by Principal/Head of School This position is subject to the City of Boston residency requirement. Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

REPORTS TO: Director of Athletics Job responsibilities include the following: Adhere to all MIAA and BPS, policies and procedures for participation and competition. Manage and submit all required paperwork for participation. Recruit and retain student-athletes to participate. Conduct regularly scheduled practices. Schedule all non-conference competition. Maintain equipment and inventory on an annual basis. Attend all pre-season and post-season meetings scheduled by the Athletics Department Meet all required BPS Athletics deadlines for scheduling and participation paperwork. Transportation schedule (practices and competitions) Job Requirements Demonstrated knowledge of the sport and leading/organizing a team Certified in CPR, First Aid and AED Completion of annual Youth Sports Concussion Training Certification Successful completion of the MIAA Coaches Education Course Terms: Exempt-Hourly The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/01/2025 and end on 02/02/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ General Information Boston Public Schools seeks a School Psychologist to provide psychological services to students ages pre-school through 22 years old who attend public, private, and parochial schools in Boston. These services include diagnostic, prescriptive, and remedial services, delivered individually and/or in group situations, and through consultation with other professionals. Reports To: Assistant Director of Psychological Services Responsibilities * Provides psychological and educational evaluations in a timely manner for Boston students who attend public, private, and parochial schools. * Participates actively in Individualized Educational Planning Meetings in order to produce comprehensive and appropriate educational plans for students being evaluated. * Provides teachers and other professionals with consultation services that will assist them in helping each student reach his/her potential in the least restrictive educational environment. * Conducts classroom screening to assist teachers in planning effective educational strategies for all students. * Provides prevention and counseling services as needed, both individually and in small groups. * Provides intervention as needed and is a member of the crisis response team. * Participates as a member of the AAF Service Team in the schools to which the psychologist is assigned. * Works cooperatively with all members of the Office of Special Education and Student Services team, as well as all school staff to enhance the services offered to all students in the school system. * Performs other related duties as requested by the Assistant Director of Psychological Services. Qualifications Required * Licensed as a School Psychologist by the Massachusetts Department of Education * Demonstration of competency in the theory, administration, and interpretation of recognized standardized instruments * Ability to efficiently write comprehensive and informative reports that contain appropriate educational goals. All reports must be computer generated in English Qualification-Preferred * Background and experience in an urban setting providing educational and psychological services * Licensed Educational Psychologist * 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, & Somali. * In order to best serve all students, 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 level(s)). Terms: BTU, Group I Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Title: Coordinator of Special Education (COSE) - School Based Boston Public Schools seeks an exceptional Coordinator of Special Education (COSE) 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/Head of School and Office of Special Education (OSE) Assistant Directors Responsibilities Support the improvement of student outcomes and strengthen the engagement of families as partners Collaborate with the Principal/Head of school to: provide a respectful and engaging school environment for ALL students ensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEP provide and/or arrange professional development and support for special education teachers and related service providers. Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed-at-risk Serve as liaison to and coordinate the work of outside agencies providing services to students in those schools without a Student Development Coordinator Engage families as partners in planning, problem-solving, and provide assistance with school assignments Support the development of culturally competent practice at all levels Collaborate with the Principal/Head of school in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all students Provide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practices Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities Support the maintenance and improvement of regulatory compliance Process referrals for and chair all original, re-evaluation, and emergency placement team meetings; develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans; chair annual review meetings until such time as the Boston School Committee has satisfied its bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings, and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur thereafter Consult with and support special education teachers and related service providers in their responsibilities to chair annual reviews and develop IEPs for these students when the Boston School Committee has satisfied its bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings. Chair team meetings for students with disabilities served in private placements who may be returning to Boston Public Schools Chair Section 504 eligibility meetings and develop 504 accommodation plans Collaborate with the Principal/Head of school in aligning student schedules with IEPs and 504 plans Collaborate with the Principal/Head of school, and the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act, scheduling of assessments and meetings consents from parents notices and invitations to families and providers presenting and tracking IEPs monitoring for parent signatures progress reports from teachers and service providers management reports and other required reports older transfer and maintenance Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac) Perform other duties related to this job description as required by the school Principal/Head of school or other immediate supervisor Participate in regular organizational meetings and professional development activities provided by the Office of Special Education (OSE) 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, 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. 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. 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 social/emotional learning experiences for students. Qualifications - Required Valid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology. Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act. Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs. Ability to meet the BPS Standards of Effective Practice as outlined above. Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners. Three years of successful experience in an urban school system or urban human service setting. Excellent problem-solving, communication, and organizational skills. Qualifications - Preferred Master's Degree in Special Education or a related field. Administrative/supervisory certification and experience in educational setting(s), preferably special education. Urban special education teaching or related service experience. Experience using the Special Education Information Management System (SEIMS). 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, & Somali. Terms: BTU, Group I Please refer to ******************************* (under "Employee Benefits and Policies") 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Department: Student Services Reports To: Coordinator of Speech & Language General Description: The ESY Speech and Language Therapy Assistant works to provide direct, one-on-one, small group and large group support to students who require intensive, ongoing therapy to meet their IEP goals. Required Qualifications: Associate's degree in a speech-language pathology or audiology training program approved by a national certifying body for speech-language pathology or audiology, audiology assistant certificate program or equivalent course of study with a major emphasis in the area of speech-language pathology or audiology Meet the minimum criteria for certification as a speech-language pathology assistant or audiology assistant, as established by a national certifying body for speech-language pathology or audiology. Desired Qualifications: 1-3 years of experience working with individuals with communication disorders in an educational setting Essential Job Duties (not limited to): Assist in conducting screenings Follow documented treatment plans or protocols developed by the supervising speech-language pathologist Document student performance and report this information to the supervising speech-language pathologist Assist with clerical duties such as preparing materials and scheduling activities as directed by the speech-language pathologist Perform checks and maintenance of equipment Support the supervising speech-language pathologist in research projects, in-service training, and public relations programs Assist with departmental operations (scheduling, record-keeping, safety/maintenance of supplies and equipment) Collect data for monitoring quality improvement Consistent and on-time attendance is required or supervision and instruction of the students Responsible for implementing “other job related duties” as needed May be expected to provide substitute educator services May be expected to attend trainings related to position Work Environment: Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirements: While performing the duties of this job, the employee is frequently required to walk, stand, sit, talk, and hear. The employee is regularly required to bend, stoop, crouch and/or kneel. The employee is occasionally required to lift and/or move objects weighing up to 25 pounds. ( The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) Newton Public Schools is an Equal Opportunity Employer. Newton Public Schools ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, sexual orientation, disability, or any other class as protected by law. The Newton Public Schools places a high value on diversity and active recruitment of qualified minority teachers and staff. Any individual needing assistance in making application for any opening should contact the district human resources office.

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/26/2026 and end on 06/15/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ Boston Public Schools seeks an exceptional Clinical Coordinator 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 an education professional. The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans. Reports to: Principal/Head of School Responsibilities Provides therapeutic, individual, small group, and family counseling. Assists the Special Education Director, in carrying out Chapter 766 responsibilities required for the social/ emotional well-being of students referred for services in the Emotional Impairment Strand. Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions. Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans. Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment. Ensures the maintenance of timely and accurate student records. Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand. Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand. Performs other related duties as requested by the Head of School and Special Education Director. 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, 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. 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. 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 social/emotional learning experiences for students. Qualifications Required Current MA Board of Registration Social Worker license (LSW, LCSW or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC) Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels). Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field Minimum of three years of professional experience working with at-risk youth Ability to meet the BPS Standards of Effective Practice as outlined above Strong interpersonal skills to work with schools, students, parents, and community-based agencies Clinical therapy working with adolescents Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification-Preferred Commitment to working with parents and students as partners in education. Belief that all students can learn and become socially responsible. Respect for all children and their families. 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, & Somali. Terms: BTU, Group I, Plus 10% for the 11th month Please refer to ******************************* (under "Employee Benefits and Policies") 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

The Theater work study students will work closely with all theater teachers and assistant teachers creating set design, costume design, stage set up and design, and any and all things related to school productions. is open to current Theater students only.

Department: Student Services Job Title: Music Therapist FLSA Status: (Exempt/Non-exempt) Non-Aligned Reports to: Coordinator of Speech, Language and Hearing Services In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. Summary: The Music Therapist is responsible for planning, organizing, developing and conducting a comprehensive music therapy program for students as outlined in their Individualized Educational Plans and according to state and federal laws. Qualifications: Required Qualifications: * Bachelor's Degree * Appropriate licensure Music Therapist-Board Certified (MT-BC) * Ability to handle multitude of varying and complex issues * Excellent oral and written communication skills * Ability to use technology effectively * Reliable Transportation * Massachusetts Driver's License Desired Qualifications: * Self-motivated learner * Intuition and creativity * The ability to work with people from a variety of backgrounds * The ability to deal effectively with challenging situations * Experience with varied behavior management techniques Essential Job Duties and Responsibilities (Not Limited To): * Perform Music Therapy evaluations, consultations and effectively communicate results * Prepare and deliver instructional lessons with clear and measurable outcomes * Provide appropriate and effective learning experiences for students from a wide range of socio-economic levels and cultural backgrounds * Use a wide variety of teaching techniques to support student learning * Design and demonstrate differentiated instruction to meet the needs of all students * Implement accommodations and curricular modifications as specified in educational plans (IEPs) and as needed to meet the learning needs of students * Use a variety of formal and informal assessments to accurately measure student progress toward and to modify further instruction. * Collaborate with colleagues on instruction and assessment design * Participate actively in faculty, department and team meetings * Set professional development goals, develop professional development plans, and participate in professional development activities that improve teaching practice * Communicate effectively with students, colleagues, parents, and the community * Follow safety procedures and written and verbal instructions * Consistent and on-time attendance is required for supervision and instruction of the students * Responsible for implementing "other job-related duties" as needed * Consistent, reliable Work Environment & Physical Requirements: Work Environment: * Work is generally performed in a school environment during the school day, however there may be occasions for afterschool meetings (ex: Back to School Night). Regular attendance is a necessary and essential function. Rarely absent or late unless the situation is of an emergency nature. Physical Requirements: * While performing the duties of this job, the teacher is frequently required to walk, stand, sit, talk, and hear. The teacher is regularly required to bend, stoop, crouch and/or kneel. The teacher is occasionally required to lift and/or move objects weighing up to 25 pounds. Must have sufficient mobility to navigate within a large school building. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The Early Education and Early Learning Centers provide an innovative, high quality, full day early education program designed to meet the needs of the young children and their parents in the Boston Public Schools. School staff will work and plan together to create an educational environment in which quality and continuity are key. On-going staff development for all members of the Centers will be an integral part of the program to support and reinforce the curricula and the philosophy. Reports to: Principal/Head of Schools Responsibilities * Collaborates with classroom teacher to implement enrichment activities which reinforce the daily instruction of developmentally appropriate early childhood experiences. * Implements agreed upon activities, as evidenced in daily lesson plans, using a variety of materials for children ages 3 to 7 which integrate the curriculum areas. * Provides opportunities for children to develop self-help skills including zippering, buttoning, tying shoes, using eating utensils, hand washing and using the bathroom. * Adheres to school-wide discipline and reporting procedures. * Maintains a classroom climate conducive to learning. * Works under the direction of the teacher/specialist to support the school's academic program. * Fosters open communications with parents and staff. * Provides supervision of the following routines: snack, rest, and outdoor/indoor play. * Promotes personal hygiene (including changing children when necessary). * Supervises bus boarding to ensure children are on the correct bus and belted safely in their seats. * Participates in ten (10) hours of paid professional development beyond the workday. * Performs other related duties as requested by the Principal. Qualifications - Required: * Education: High School Diploma or GED * Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). * Minimum of two years experience working with young children * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications - Preferred: * Associates Degree in Early Childhood Education. * Minimum of two years experience working with young children or a Bachelor's Degree in Early Childhood 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, & Somali. Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

This position is an anticipated vacancy. It is expected to be vacant by 10/20/2025. 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 Discover the John D. O'Bryant School of Mathematics and Science, a distinguished institution with roots tracing back over a century to its founding as Mechanic Arts High School in 1893. Following a series of transformations, including a merger in 1989 and a renaming in 1992 to honor John D. O'Bryant, our school stands as a beacon of educational excellence in Boston. Our commitment to preparing students for success in STEM fields and beyond is unwavering, underscored by our partnership with the Brookline Center to implement the groundbreaking BRYT intervention. The Brookline Center will partner with the John D. O'Bryant School of Mathematics and Science to establish School-Based Bridge Programs ("SBBP") for students with Serious Emotional Disturbance/Serious Mental Illness (SED/SMI). The Bryt program, initiated in collaboration with the Brookline Center, focuses on enhancing student resilience and ensuring equitable access to support services across diverse communities. Originating in Brookline and expanding statewide, Bryt has grown to include over 60 schools beyond Massachusetts, with a notable presence in Oregon and New York's Hudson Valley region. Through strategic planning and continuous expansion efforts, Bryt has become a pivotal resource in schools nationwide, supporting students in their academic journeys and beyond. O'Bryant is seeking staff members who * Believe in the transformative power of a STEM-based education; * Want to create exciting, creative, and challenging opportunities for students; * Seek to serve all students' needs including students with disabilities and Multi-Language Learners in an inclusive environment; and * Are committed to eliminating barriers that perpetuate systemic oppression. Reports To: Head of School Position Overview: The O'Bryant's BRYT Program was developed to support students who are returning from an acute hospitalization or those students at risk of needing hospitalization. Students in BRYT often have complex medical, emotional, and academic needs that require intensive support to help them return to their regular class schedule. The role of the support specialist is to provide academic and social-emotional support to students enrolled in the BRYT program to help them achieve the credits needed to complete the school year and/or to stay on track for graduation. Responsibilities: * With the support of the Administrative Team, Clinical Coordinator, and Student Success Team, participate in intake meetings with students upon enrollment in the BRYT program * Work with the Clinical Coordinator, Student Success Team, and students enrolled in BRYT to develop individual goals and discharge criteria for the program * Provide tutoring and academic assistance to students in the BRYT program * Monitor & document the academic progress of students * Maintain daily logs of work completed, coping skills used, and accomplishments/challenges * Input student information into the online database(s) * Maintain regular contact with all classroom teachers to obtain updates on students' academic standing, to gather coursework, and to receive extra support for students as needed * Maintain the daily attendance log for students in BRYT * Monitor class attendance by documenting when students enter and leave the BRYT classroom * Maintain a "seriousness of purpose" culture/productive workspace so that students can complete class assignments with minimal distractions * Perform check-ins with students regarding emotional functioning as needed * Assist students in using coping skills that will help them regulate and re-engage with class and/or school work * Maintain files for students in BRYT * With the support of the Clinical Coordinator and Student Success Team, maintain proactive, two-way communication with parent(s)/guardian(s) of BRYT students regarding academic progress and support needs * Immediately communicate any urgent student concerns to the Clinical Coordinator * Collaborate/Communicate with the Clinical Coordinator and Administrative Team, as needed * Participate in the Student Success Team re-entry and other meetings upon request to ensure support coordination for all students in the BRYT program. * Work with Clinical Coordinator and Student Success Team to learn, and then teach, coping skills to students enrolled in Bridge, as needed * Attend weekly staff meetings * Participate in professional development as appropriate * Performs related duties of similar nature as requested by supervisor and/or Head of School, to assure smooth school function. Qualifications - Required: * Education: Bachelor's Degree * Prior tutoring experience is required * Demonstrated interest in supporting students struggling with complex challenges * Experience working with students with social-emotional challenges * Strong organization skills * Experience working within an urban educational setting is preferred Qualifications - Preferred: * Bilingual candidates preferred * 3-5 years experience in special education or clinical setting Terms: Managerial B Please refer to *************************************** (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Note: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223-day work-year will include the 180 days in which the school is in session, and the additional days will be determined by the employee and the principal or head of the school. This position is subject to the City of Boston residency requirement. School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work. 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 01/05/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ Boston Public Schools seeks an exceptional ART 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 RESPONSIBILITIES: Teach: Visual Art 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: 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, creates cognitively demanding tasks, and models the belief that 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 (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) 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 (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 Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) 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. QUALIFICATIONS - REQUIRED: Hold a valid Massachusetts Teaching License for Visual Art at the appropriate level. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Education: Hold a Bachelor's degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. QUALIFICATIONS - PREFERRED: Experience teaching in urban schools. 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, & Somali. In order to best serve all students, 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 level(s)). The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.