Science Teacher jobs at Boston Public Schools

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is a Native Literacy teaching position, meaning candidates must be bilingual and bi-literate in [Haitian Creole] and hold licensure in the appropriate content area. In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students will receive instruction in the student's native language while students in SLIFE Multilingual program are from various linguistic backgrounds. Students receive intensive literacy instruction in the native language, and age-appropriate core content instruction in the native language. Reports to: Principal/Head of School Responsibilities Teach: Elementary in a SLIFE Native Literacy setting * Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas. * Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan. * Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions. * Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum * Administer district mid-year and end-of-year assessments in accordance with district guidelines. Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess: 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, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort * Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks * Passionate and optimistic about their students, their content, and the teaching profession 2. 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 3. 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 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) * Engages with families and builds collaborative, respectful relationships with them in service of student learning 6. 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 * Education Level: Hold a Bachelor's degree. * Hold a Massachusetts Teaching License in Elementary 1-6 * Hold a Bilingual Education Endorsement. Please note, a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the department of education shall be deemed the equivalent of the Bilingual Education Endorsement. * Complete state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB. * Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. * Ability to meet the Standards of Effective Teaching established by the Boston Public Schools 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 Education * BPS values linguistic diversity and believe 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 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 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.

Grade Level: 6-8 Teaching in SEZP SEZP is seeking educators who are excited and ready to make an impact in a collaborative, engaging, diverse, and high energy environment. We are seeking educators who believe teachers are activists - promising instructional access, rigor, advocacy, and a tenacious commitment to anti-racism for all students. SEZP teachers are expected to: * Create a safe, purposeful classroom environment that prioritizes learning for all students * Collaborate with other teachers, instructional leaders, and partners to ensure instruction is meeting the needs of all students * Assess students regularly, analyze data, and determine appropriate next steps for instruction * Ensure that instruction meets the needs of all students, including students with special needs, English Language Learners, and students performing below grade level * Build relationships and communicate regularly with students and their families to solicit input and share academic progress * Engage in learning about issues of racism, diversity, equity, and inclusion in education to examine your own biases; reflect on how those biases affect you, your students, and their families; and plan and deliver instruction in a culturally responsive way * Participate in and learn from regular professional development opportunities before and during the school year Qualifications * Must possess a minimum of 30 college credits * Produce the required documents (cover letter, current resume, official transcripts (sealed envelope) from an accredited college or university, three character reference letters) * Experience teaching Special Education at the middle and/or high school level preferred * Experience as an active anti-racist or advocate for equity preferred * Bilingual in English and Spanish preferred * Bachelor's degree preferred SUPPLEMENTAL INFORMATION: * Base Pay: $137.96/day * After 45 days (non-consecutive): $162.32/day * Long-Term Substitute Teacher (30 consecutive days in one assignment): $271.48/day (SY24 pay rate) * All Springfield Public School Substitute Teachers are compensated on a bi-weekly schedule. If you meet some of the qualifications above, we encourage you to apply or to reach out for more information. We know that historically marginalized groups - including people of color, women, people from working class backgrounds, and people who identify as LGBTQ - are less likely to apply unless and until they meet every requirement for a job. Therefore, we strongly encourage applications from people with these identities or who are members of other marginalized communities. We encourage you to reach out to ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! About the Springfield Empowerment Zone Partnership While Massachusetts is consistently ranked as one of the top states for education results in the country, we have one of the highest and most persistent opportunity gaps. The Springfield Empowerment Zone Partnership (SEZP) - established in 2015 as a collaboration between Springfield Public Schools (SPS), the Massachusetts Department of Elementary and Secondary Education (DESE), and the Springfield Education Association (SEA) - seeks to improve the longitudinal life outcomes of the more than 5,000 students in our eleven middle and high schools. As a "zone" of schools within the city of Springfield, SEZP's approach draws on a deep and embedded partnership with the school district and local teachers' union, while harnessing the flexibility and innovation found in autonomous school models. As a result, each school within SEZP is accorded significant school-based autonomies - in curriculum, talent, calendar, schedule, and budget - while being held accountable for realizing achievement gains for historically marginalized students. In all of our work, SEZP is in pursuit of equity and anti-racism - acknowledging the systemic oppression our students and families encounter daily and working to disrupt these provision gaps urgently and courageously. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, sex characteristics, sex stereotypes and other sex-based conduct, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, sex characteristics, sex stereotypes and other sex-based conduct, religion, national origin, or sexual orientation, disability or homelessness. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sex-based harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

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: The 3rd Grade Teacher will be responsible for communicating knowledge and skills to students in an interesting, stimulating, and effective manner. Will use a variety of instructional methodologies and curriculum resources to present material to students. The Teacher will work as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. The 3rd grade Teacher will administer different forms of student assessments and plan their instruction for students based on the data from the assessments. Major Responsibilities: Teaches reading, language arts, mathematics, science, by using the district curriculum and other appropriate learning activities 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 provide 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, evaluate their job performance. Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts Works under the general supervision of the Upper School Director and or other designated administrator Strive to maintain and improve professional competence. Attend staff meetings and serve on staff committees as required. 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: Bachelor's Degree 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 1-6 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).

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is a Native Literacy teaching position, meaning candidates must be bilingual and bi-literate in [Haitian Creole] and hold licensure in the appropriate content area. In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students will receive instruction in the student's native language while students in SLIFE Multilingual program are from various linguistic backgrounds. Students receive intensive literacy instruction in the native language, and age-appropriate core content instruction in the native language. Reports to: Principal/Head of School Responsibilities Teach: Elementary in a SLIFE Native Literacy setting Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas. Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan. Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions. Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum Administer district mid-year and end-of-year assessments in accordance with district guidelines. Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess: 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, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession 2. 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 3. 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 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) Engages with families and builds collaborative, respectful relationships with them in service of student learning 6. 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 Education Level: Hold a Bachelor's degree. Hold a Massachusetts Teaching License in Elementary 1-6 Hold a Bilingual Education Endorsement. Please note, a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the department of education shall be deemed the equivalent of the Bilingual Education Endorsement. Complete state and federal guidelines in order to be fully licensed and “Highly Qualified” according to NCLB. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools 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 Education BPS values linguistic diversity and believe 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 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 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.

A teacher in the School District of Philadelphia plans and teaches their subject area, following the scope and sequence for all courses; provides instruction to students in a variety of planned courses; provides the use of real life applications and simulations to instruct students in the analysis and interpretation of material being presented; instructs the use of tools, materials, processes, and applications of technology, including pertinent software applications, in the development of lessons, and uses formal and informal classroom and district assessments. Essential Functions Assesses the skill level of students and aligns classroom goals and activities to established state and local standards; Provides instruction in respective subject area(s); Provides students with instruction emphasizing real life applications and simulations; Teaches inquiry techniques that encourage experimentation and alternative approaches to problem solving; Provides technical expertise in the use of tools, materials, processes and applications of technology, including pertinent software applications; Provides students with learning experiences requiring them to demonstrate comprehension of concepts and the ability to use technological resources in developing solutions to problems; Provides instruction that encourages students to use learned skills as tools for inquiry-based learning; Creates a classroom environment in which students have access to subject-related materials that address their needs and interests; Collaborates with staff members within and across disciplines to integrate subject-specific skills across the curriculum; Keeps abreast of the latest developments and improvements in education as it affects the instructional program; Attends faculty meetings to discuss school problems and teaching methods; Maintains classroom discipline; Maintains attendance, grade(s), and other required records. PLEASE NOTE\: Salary is commensurate with experience in education and educational attainment. Both prior experience and educational degree must go through the District's verification process in order for final salary to be confirmed. Please click this link to read through the process and download the verification forms for your previous employer(s) to complete. Disclaimer\: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Nondiscrimination\: The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices. Minimum Requirements Bachelor's degree from an accredited college or university Certificates/Licenses Valid Commonwealth of Pennsylvania Instructional Certificate in respective grade level, and endorsements in respective subject area, OR Presentation of an original, signed letter from the Certification Officer of an accredited college or university verifying current enrollment in an approved certification program in order to be eligible for an Emergency Permit. PLEASE NOTE\: Certain subjects/roles require a second step in order to determine eligibility. This includes art, dance, theater, music, world languages, and any role that is vocational/CTE, itinerant, and/or bilingual. The Recruiter who supports that subject will reach out with next steps should you meet minimum eligibility requirements. Knowledge, Skills, and Abilities Demonstrated knowledge of: the principles, practices, and methods of grade level education; subject specific expertise; the contents, materials, methodologies, and practices utilized within education at the respective grade level; critical thinking methodologies and problem-solving techniques; the theories and principles of child growth and development; state standards and performance levels; the use and application of technological innovations, including pertinent software, in the development of solutions to learning problems; authentic performance assessment principles. Demonstrated ability to: assess students' needs and learning styles and to design appropriate differentiated instruction to meet their needs; use and apply simulations and technological innovations in the classroom in pursuit of instructional strategies; facilitate inquiry-based learning as well as whole class, small group, and individual instruction driven by student needs; communicate effectively, both orally and in writing; establish and maintain effective working relationships with faculty, administrators, supportive staff, parents, and students. PLEASE NOTE\: Salary is commensurate with experience in education and educational attainment. Both prior experience and educational degree must go through the District's verification process in order for final salary to be confirmed. Please click this link to read through the process and download the verification forms for your previous employer(s) to complete. Disclaimer\: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Nondiscrimination\: The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

1. Works as part of a team with the Principal, Assistant Principal, and others, as needed, to support positive student behavior in the school. The teacher of deportment reports to the principal or his/her designee. 2. Provides direct instruction to students who have been identified as needing assistance in appropriate behavior in daily interactions with staff and other students. 3. Works with students and staff to provide a safe learning community by implementing disciplinary policies. 4. Works with parents, students, and staff to ensure successful transition between schools, where appropriate. 5. Works with faculty and students to structure, develop, and support classroom and non-classroom learning including supporting extra-curricular activities, such as assemblies, lunch duty, arrival and dismissal times, and the like. 6. Works with staff to implement the Code of Conduct and conducts conflict resolution activities as necessary. 7. Serves as liaison to the surrounding community and other area schools about off-campus student safety, behavior and other student life issues. 8. Serves as liaison to the surrounding community and other area school administrators to assist in identifying and/or developing professional development to meet the social, emotional and behavioral needs of the school. QUALIFICATIONS: 1. Master's degree (or willingness to complete such degree within five years) in student personnel, administration, counseling or related field 2. MA DOE license: teacher, school guidance, school social worker, at appropriate grade level. 3. Minimum of three years of successful teaching or counseling experience in a school setting 4. Excellent communication and interpersonal skills 5. Excellent organizational and leadership skills 6. Solid decision making skills "If you BELIEVE, we have a place for YOU on our team! Come work for us!" About our District Springfield Public Schools is a cultural gem in Western Massachusetts that is committed to providing a learning environment that opens the doors of infinite possibilities to our amazing students and staff. We strive to equip each of our approximately 24,000 students with learning experiences that enhance their knowledge and critical thinking skills. We are the 3rd largest district in Massachusetts. Our district has over 44 languages spoken and over 60 countries represented by both students and staff. We foster a positive and professional environment in our schools and worksites where people feel valued, respected, supported, seen and heard. Our students and staff share their ideas and perspectives, learning from and appreciating each other. We are a district that is committed to equity and excellence. Join a team that Empowers Educators In addition to offering competitive salaries and benefits, we provide numerous cutting-edge professional development opportunities for all staff. We let our data shape the professional development of the district, therefore, it is relevant and actionable. We support our teaching staff with mentors such as instructional leadership specialists and effective educator coaches to work with them throughout the year in lesson planning, data analysis and management. Our district offers career advancement opportunities and is invested in "Grow our Own" and educational pipeline programs. These programs help our staff achieve a college degree or lead to certification pathways. If there is something that you would like to know specifically about the position that you are applying for or assistance with matching your skills to a position, Carmen Molina-Figueroa will be happy to assist you at *********************************************. The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, or military service, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose discrimination and harassment or who participate in an equal opportunity investigation. The Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability or homelessness. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sexual harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

SY25-26 Springfield Honors Academy High School Math Teacher (Long Term Substitute) (AP Statistics and Algebra II) Grade Level: 9-12 About Springfield Honors Academy Springfield Honors Academy will endeavor to develop the intellectual curiosity and emotional maturity of every member of our student body. The instructional, curricular and cultural expectations for the high school will be singularly focused on one goal: all graduates of the academy will gain admission into, find success within, and ultimately graduate from competitive four-year colleges. Our vision encompasses solid instructional practices, a rigorous course of study supported by both state and international standards, a service learning and seminar component as part of the schools' signature programming, and a culture that builds social maturity and respects the unique individuals who together will make our institution complete. Teachers will be provided opportunity for daily professional development and fiercely supported in their personal professional learning goals. Teacher teams will be established to help design curriculum, build culture, conduct research, analyze data, and support all aspects of student life on campus. It will be the primary goal of administration to lead with high levels of transparency and trust, with a secondary goal of making this high school the only place our staff will ever want to teach. About Springfield Honors Academy Springfield Honors Academy will endeavor to develop the intellectual curiosity and emotional maturity of every member of our student body. The instructional, curricular and cultural expectations for the high school will be singularly focused on one goal: all graduates of the academy will gain admission into, find success within, and ultimately graduate from competitive four-year colleges. Our vision encompasses solid instructional practices, a rigorous course of study supported by both state and international standards, a service learning and seminar component as part of the schools' signature programming, and a culture that builds social maturity and respects the unique individuals who together will make our institution complete. Teachers will be provided opportunity for daily professional development and fiercely supported in their personal professional learning goals. Teacher teams will be established to help design curriculum, build culture, conduct research, analyze data, and support all aspects of student life on campus. It will be the primary goal of administration to lead with high levels of transparency and trust, with a secondary goal of making this high school the only place our staff will ever want to teach. Teaching in SEZP SEZP is seeking educators who are excited and ready to make an impact in a collaborative, engaging, diverse, and high energy environment. We are seeking educators who believe teachers are activists - promising instructional access, rigor, advocacy, and a tenacious commitment to anti-racism for all students. SEZP teachers are expected to: * Create a safe, purposeful classroom environment that prioritizes learning for all students * Collaborate with other teachers, instructional leaders, and partners to ensure instruction is meeting the needs of all students * Assess students regularly, analyze data, and determine appropriate next steps for instruction * Ensure that instruction meets the needs of all students, including students with special needs, English Language Learners, and students performing below grade level * Build relationships and communicate regularly with students and their families to solicit input and share academic progress * Engage in learning about issues of racism, diversity, equity, and inclusion in education to examine your own biases; reflect on how those biases affect you, your students, and their families; and plan and deliver instruction in a culturally responsive way * Participate in and learn from regular professional development opportunities before and during the school year Qualifications: * Must possess a minimum of 30 college credits. * Produce the required documents (cover letter, current resume, official transcripts (sealed envelope) from an accredited college or university, three character reference letters). * All Springfield Public School Substitute Teachers are compensated on a bi-weekly schedule. If you meet some of the qualifications above, we encourage you to apply or to reach out for more information. We know that historically marginalized groups - including people of color, women, people from working class backgrounds, and people who identify as LGBTQ - are less likely to apply unless and until they meet every requirement for a job. Therefore, we strongly encourage applications from people with these identities or who are members of other marginalized communities. We encourage you to reach out to ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! 2025-2026 Wage Information * Base Pay: $137.96/day * After 45 days (non-consecutive): $162.32/day * Long-Term Substitute Teacher (30 consecutive days in one assignment): $271.48/day (SY24 pay rate) About the Springfield Empowerment Zone Partnership While Massachusetts is consistently ranked as one of the top states for education results in the country, we have one of the highest and most persistent opportunity gaps. The Springfield Empowerment Zone Partnership (SEZP) - established in 2015 as a collaboration between Springfield Public Schools (SPS), the Massachusetts Department of Elementary and Secondary Education (DESE), and the Springfield Education Association (SEA) - seeks to improve the longitudinal life outcomes of the more than 5,000 students in our eleven middle and high schools. As a "zone" of schools within the city of Springfield, SEZP's approach draws on a deep and embedded partnership with the school district and local teachers' union, while harnessing the flexibility and innovation found in autonomous school models. As a result, each school within SEZP is accorded significant school-based autonomies - in curriculum, talent, calendar, schedule, and budget - while being held accountable for realizing achievement gains for historically marginalized students. In all of our work, SEZP is in pursuit of equity and anti-racism - acknowledging the systemic oppression our students and families encounter daily and working to disrupt these provision gaps urgently and courageously. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, sex characteristics, sex stereotypes and other sex-based conduct, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, sex characteristics, sex stereotypes and other sex-based conduct, religion, national origin, or sexual orientation, disability or homelessness. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sex-based harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, **************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

Boston Public Schools seeks an exceptional Chemistry 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: Principal/Head of Schools Responsibilities Teach: Chemistry in an SEI setting Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources 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 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 the content area and the pedagogy it requires Demonstrates understanding of 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 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) 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 Education: Hold a bachelor's degree. Hold a valid Massachusetts Teaching License in Chemistry at the appropriate grade level AND either SEI endorsement OR dual certification in ESL. 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. 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. 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.

Grade Level: 6-8 Salary Range: $57,396 - $90,424 Additional Potential Compensation to be Determined: * $2,500-$10,000 relocation award for candidates from regions beyond western Massachusetts * $2,000-$5,000 signing bonus * $1,000+ expanded learning stipend, dependent on yearly schedule * $2,000-$12,000 extended year stipends for educators selected to teach Empowerment Academies (February, April, Summer vacations) Teaching in SEZP SEZP is seeking educators who are excited and ready to make an impact in a collaborative, engaging, diverse, and high energy environment. We are seeking educators who believe teachers are activists - promising instructional access, rigor, advocacy, and a tenacious commitment to anti-racism for all students. SEZP teachers are expected to: * Create a safe, purposeful classroom environment that prioritizes learning for all students * Collaborate with other teachers, instructional leaders, and partners to ensure instruction is meeting the needs of all students * Assess students regularly, analyze data, and determine appropriate next steps for instruction * Ensure that instruction meets the needs of all students, including students with special needs, English Language Learners, and students performing below grade level * Build relationships and communicate regularly with students and their families to solicit input and share academic progress * Engage in learning about issues of racism, diversity, equity, and inclusion in education to examine your own biases; reflect on how those biases affect you, your students, and their families; and plan and deliver instruction in a culturally responsive way * Participate in and learn from regular professional development opportunities before and during the school year Qualifications * Experience teaching History/Social Studies at the middle and/or high school level preferred * Appropriate content/program area (History/Social Science) and grade level license from the Massachusetts Department of Elementary and Secondary Education required (Educators who are not licesed by MA DESE in the appropriate area or grade level may be eligible for a licensure waiver and are still encouraged to apply.) * Experience as an active anti-racist or advocate for equity preferred * Bilingual in English and Spanish preferred * Bachelor's degree required If you meet some of the qualifications above, we encourage you to apply or to reach out for more information. We know that historically marginalized groups - including people of color, women, people from working class backgrounds, and people who identify as LGBTQ - are less likely to apply unless and until they meet every requirement for a job. Therefore, we strongly encourage applications from people with these identities or who are members of other marginalized communities. We encourage you to reach out to ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! Benefits SEZP offers a competitive salary commensurate with experience; salaries for new teachers start at $57,396. Teachers in SEZP qualify for benefits (sick days, retirement, health insurance, etc.) offered to other teachers in the Springfield Public Schools. In addition, there may be several opportunities unique to SEZP schools to increase earnings above base salary. While not guaranteed, those opportunities include, but are not limited to: * Signing or relocation bonuses * Expanded Learning Time stipends at some schools, based on the yearly schedule * Empowerment Academies: Intervention and instruction opportunities we implement during February, April, and summer breaks, following an application and selection process Positions will be filled on a rolling basis; applicants are encouraged to apply immediately. Please contact ************* with any questions. About the Springfield Empowerment Zone Partnership While Massachusetts is consistently ranked as one of the top states for education results in the country, we have one of the highest and most persistent opportunity gaps. The Springfield Empowerment Zone Partnership (SEZP) - established in 2015 as a collaboration between Springfield Public Schools (SPS), the Massachusetts Department of Elementary and Secondary Education (DESE), and the Springfield Education Association (SEA) - seeks to improve the longitudinal life outcomes of the nearly 5,000 students in our seventeen middle and high schools. As a "zone" of schools within the city of Springfield, SEZP's approach draws on a deep and embedded partnership with the school district and local teachers' union, while harnessing the flexibility and innovation found in autonomous school models. As a result, each school within SEZP is accorded significant school-based autonomies - in curriculum, talent, calendar, schedule, and budget - while being held accountable for realizing achievement gains for historically marginalized students. In all of our work, SEZP is in pursuit of equity and anti-racism - acknowledging the systemic oppression our students and families encounter daily and working to disrupt these provision gaps urgently and courageously. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, sex characteristics, sex stereotypes and other sex-based conduct, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, sex characteristics, sex stereotypes and other sex-based conduct, religion, national origin, or sexual orientation, disability or homelessness. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sex-based harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, **************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

is $48,000. What makes teaching at Springfield Prep different? * Co-teaching and collaboration are the norm, with a 2-teacher model in all K-5 classrooms * Weekly 1-on-1 coaching in your first year; bi-weekly coaching for all teachers * Weekly, professional development and team meeting time built into the schedule (students dismiss at 12:30 pm on Fridays to accommodate this) * Resources, support, and planning time to develop and refine curriculum and lesson plans * Incredible Operations, Student Support, and School Culture teams so you can focus on teaching What will you do as an Elementary Associate Teacher at our school? * Develop as a teacher through on-the-ground experience with students of varying ages and abilities, with the end goal of leading a classroom or joining a Special Education or ESL team. * Teach daily, small group (1-10 students) academic support lessons to students who would benefit from targeted remediation or additional challenge. * Substitute teach when teachers are absent/have meetings to ensure that rigorous, consistent instruction is continued even when teachers are out * Exemplify your conviction that all students, regardless of their background, can achieve at the highest levels through your collaboration with classroom teachers to meet the needs of all students including those with learning differences. * Lead daily recess and lunch duties. * Develop strong relationships with students and families to contribute to positive classroom cultures with high expectations. Who should apply? Our community and student body are diverse, and we believe that we can best achieve our mission when our leadership, teachers, and staff reflect our students' identities. Therefore, we are committed to being a diverse organization at all levels. With this in mind, we encourage people from all backgrounds and identities to apply. We do have a few requirements and preferred qualifications for our teachers: * You must have earned a Bachelor's degree by the start of the school year. * You can join us in early August 2026 and commit to our schedule: (7:25 am-3:50 pm). * Previous jobs, student teaching, internships, and/or volunteer experiences working with children and/or teaching certification are preferred but not required for this role. Compensation and Benefits We offer competitive compensation and comprehensive benefits, including generous paid family leave. Starting salary for this position is $48,000.

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 03/30/2026. 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 Humanities 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/Head of School Responsibilities Teach: Humanities Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources 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 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 the content area and the pedagogy it requires Demonstrates understanding of 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 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) 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: Education: Hold a Bachelor's degree. Hold a valid Massachusetts Teaching License for the content and grade level - History/Social Science 5-12 Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified." Ability to meet the "Dimensions of Effective Teaching" established by the Boston Public Schools as outlined above. 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. 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)). BPS values linguistic diversity and believe 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. 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.

FAUSEY ELEMENTARY SCHOOL The Long Term Substitute Special Education Teacher will be responsible for providing explicit interventions for students identified with special needs in the intensive SEBS program. The servicing of these students will take place in a substantially sub separate classroom. The Special Education teacher is responsible for a caseload of students and will be responsible for updating the IEP, writing progress notes and providing general case management. The applicant will need good communication skills as they will be communicating with teachers, parents and other service providers. Duties: * Plan, prepare and present lessons for students. * Create lesson plans that honors and embraces the diversity of our school community and meets the individual needs, interests, and abilities of students. * Employ a variety of instructional strategies that engage students at a high level. * Create a safe, structured and positive classroom environment which is responsive to student diversity, utilizing positive behavior interventions and strategies -Maintain accurate records. Qualifications: * Bachelor's Degree * Moderate Special Needs Certification * SEI Endorsement Rates: * $130.00/day - 60-119 College Credits or Associates Degree * $145.00/day- 120+ College Credits or Bachelor's Degree * $160.00/day - Certified or Retired Teachers

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: The English as a Second Language Teacher is responsible for teaching English language literacy skills (reading, writing, speaking and listening) to English Language Learners in grades K-6. Major Responsibilities: * Planning, developing and implementing instructional activities which promote the use of English literacy for academic achievement in the content areas, and the use of English in culturally and socially appropriate ways. * Communicating knowledge and skills to ESL/ELL students in an interesting, stimulating and effective manner in conjunction with the classroom teacher and appropriately tailoring instruction so that students will be able to effectively participate in the English Language arts curriculum. * Utilizing a variety of instructional methodologies and curriculum resources geared specifically towards ELL students. Working as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. * Prioritizing the instruction of English Language Learners in English Acquisition. * Administering different forms of student assessments and planning instruction for students based on the data from the assessments. Specifically, understanding the English Language Proficiency benchmarks and outcomes in order to distinguish between the expected benchmarks for students at each level of English Acquisition: Beginner, Early Intermediate, Intermediate and Transitioning. * Facilitating and participating in English Learner Success Plans and meetings for ELs that do not meet their benchmark goals. * Flexibility in teaching and scheduling with home-base teachers and other instructional specialists. * Attending grade level team meetings as needed and pertinent English Language Learner professional development sessions. * Completing necessary paperwork regarding the identification, progress monitoring and transitioning of English Language Learners. * Ensuring the progress of ELL students regularly receiving instruction improves on the WIDA ACCESS for ELLs, when compared to the score from the previous Spring, or the previous Fall, if the student was new. Providing support and sharing information with school staff on ESL/ELL matters. * 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, Masters Preferred * ESL License * SEI Endorsement * 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 DESE license and SEI endorsement required

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.

Grades: 6-8 Springfield Legacy Academy Social Studies Teacher (Long-Term Substitute) * Base Pay: $137.96/day * After 45 days (non-consecutive): $162.32/day * Long-Term Substitute Teacher (30 consecutive days in one assignment): $271.48/day * All Springfield Public School Substitute Teachers are compensated on a bi-weekly schedule. Job Details Springfield Legacy Academy is committed to building an anti-racist school by ensuring the work of equity is fully inclusive of our emerging bilinguals and exceptional learners and their families across all grade levels. The Legacy community works to ensure linguistic and racial equity through academic rigor and personalized supports that will drive change and empowerment from within. An educator at Legacy will actively advance commitment to equity for our community through biculturalism, anti-racist curriculum and instructional practices, and student empowerment. The leadership team at Legacy seeks skilled and passionate educators called to disrupt institutionalized racism in our classrooms and our community of Springfield scholars. Job Responsibilities Educator responsibilities at Legacy include: * Enacting anti-racist instructional practices that ensure students own the learning * Providing grade level rigor in the course content using highly-rated, research-based curriculum * Providing embedded interventions for students needing additional support, time, or scaffolds * Working closely with a co-taught team of two to three additional educators in the classroom * Engaging with families as partners in the learning around successes, challenges, and problem-solving on behalf of our scholars * Other duties as determined by the Principal Position Qualifications * Must possess a minimum of 30 college credits * Experience teaching at the middle or high school level preferred * Appropriate content/program area educator license (Moderate Disabilities) and grade level licensure from the Massachusetts Department of Elementary and Secondary Education preferred * Experience as an active anti-racist or advocate for equity preferred * Bilingual in English and Spanish preferred If you meet some of the qualifications above, we encourage you to apply or reach out for more information. We know that historically marginalized groups - including people of color, women, people from working class backgrounds, and people who identify as LGBTQ - are less likely to apply unless and until they meet every requirement for a job. Therefore, we strongly encourage applications from educators with these identities or who are members of other marginalized communities. We encourage you to reach out to SEZP at ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! About the Springfield Empowerment Zone Partnership: While Massachusetts is consistently ranked as one of the top states for education results in the country, we have one of the highest and most persistent opportunity gaps. The Springfield Empowerment Zone Partnership (SEZP) - established in 2015 as a collaboration between Springfield Public Schools (SPS), the Massachusetts Department of Elementary and Secondary Education (DESE), and the Springfield Education Association (SEA) - seeks to improve the longitudinal life outcomes of the more than 5,000 students in our 16 middle and high schools. As a "zone" of schools within the city of Springfield, including Springfield Legacy Academy, SEZP's approach draws on a deep and embedded partnership with the school district and local teachers' union, while harnessing the flexibility and innovation found in autonomous school models. As a result, each school within SEZP is accorded significant school-based autonomies - in curriculum, talent, calendar, schedule, and budget - while being held accountable for realizing achievement gains for historically marginalized students. In all of our work, SEZP is in pursuit of equity and anti-racism acknowledging the systemic oppression our students and families encounter daily and working to disrupt these provision gaps urgently and courageously. NONDISCRIMINATION STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, religion, national origin, or sexual orientation, disability or homelessness. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sex-based harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

This position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to start on 01/14/2026 and end on 04/22/2026 when the current paraprofessional returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Head of School/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 Qualification - Preferred: Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. 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 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 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.

West Springfield Public Schools is seeking candidates qualified by education and experience to carry out the duties assigned to the position and in general, to establish and maintain high levels of excellence in the West Springfield Public Schools. During the school day, substitute paraprofessionals create an appropriate atmosphere to facilitate students' learning and ensure the health, safety, and welfare of the students. Paraprofessionals assist students and school personnel in accordance with the goals and directives of the school district. DUTIES: * Maintain Safe Work Environment at all times * Assist the teacher with classroom instructional tasks as assigned, including reading and listening to students, and reviewing their work. * Work with students individually or in small groups to assist with the learning of content and skills introduced by the teacher. * Observe student behavior and learning, communicating observations regularly with the teacher. * Assist the teacher with clerical work, record keeping, and preparation of instructional materials, preparation of displays and bulletin boards, and other non-instructional tasks as assigned. * Assist the teacher and students with cleanup from activities. * Assist students with the use of specialized equipment. * Arrange furniture and equipment for various learning activities and experiences. * Maintain the orderly arrangement of materials and equipment within the classroom. * Assist students with preparing for and moving to other classrooms, school activities, outside activities and arrival and departure from school. * Communicate to the teacher any unusual situations or needs of students. * Assist the teacher in handling interruptions and emergencies * Display ethical and professional behavior in working with students, parents, school personnel, and outside agencies associated with the school. * Perform any duties and responsibilities that are within the scope of employment, as assigned by the teacher or Principal. MINIMUM QUALIFICATIONS: High School Diploma. * Produce the required documents (cover letter, a current resume, official transcripts from an accredited college or university, and contact information for three professional references. Salary:$100.00/day

Under the supervision of the Director, the Teacher's Assistant supports the classroom teacher with instruction. They may be called upon to provide coverage for classroom teachers, as needed, when assigned by the director. They will receive on-going support and feedback from the teachers they work with their director. The Teacher's Assistant supports the classroom teachers by: Delivering well-planned small or whole group lessons in collaboration with the classroom teacher. Collaborate to plan for instruction with teachers and/or teams. Attend all grade level meetings and professional development. Participate in all aspects of the school day when in the assigned classroom; including but not limited to: reinforcing classroom management, making classroom copies, transitioning students throughout the day; all in collaboration with their classroom teacher(s). Maintain professional demeanor with students and colleagues. Complete a morning and afternoon duty as assigned by the school directors. Additional duties may be assigned without additional compensation or stipend Requirements: Education: Must possess a Bachelor's Degree in education or a related field Experience: At least one year of classroom experience and/or student teaching through an accredited teacher preparation program

This job posting is for all individuals interested in classroom paraprofessional positions in the Boston Public Schools in the 2026-2027 school year. Upon submitting your application to this posting, our Recruitment team will pre-screen your application materials and may invite you to a virtual pre-screening interview this fall or winter. Pending the results of that screening, you may be invited to be a part of the district's priority candidate pool for SY2627. School leaders will have early access to the candidates in this pool, enabling them to reach out to interested candidates prior to the official district posting of jobs in February & March of 2026. This posting is for paraprofessional candidates only. If you are interested in other positions for the 2026-2027 school year (e.g. teachers, social workers, librarians, school psychologists, guidance counselors, etc.), please visit SchoolSpring to see other openings. By applying to this position, you are demonstrating a commitment to BPS and to our students, and your application materials will be available to all school leaders who have openings for the upcoming school year. Who We Are Boston Public Schools (BPS) is committed to transforming the lives of all children through exemplary teaching in a world-class system of innovative, welcoming schools. We are seeking exceptional educators who are highly qualified and knowledgeable to join our community of teachers, leaders, and learners who will continue our mission to build the best learning and teaching communities for our students to achieve their goals as fully equipped citizens of our democracy. As the birthplace of public education in this nation, we partner with the community, families, and students to develop in every learner the knowledge, skill, and character to excel in college, career, and life. BPS serves 46,000 students who speak more than 70 different languages from some 130 different countries globally. Within our population, 73% of our students identify as Black or Hispanic, 51% of our students speak a language other than English as their first language, and 70% of our students qualify as low-income. Our responsibility is to ensure every child has great teachers and great school leaders. At BPS, we tailor instruction to meet the individual needs of every student. Together, we are: * Strengthening teaching and school leadership * Replicating success and turning around low-performing schools * Deepening partnerships with parents, students, and the community * Redesigning district services for effectiveness, efficiency, and equity By securing new flexibilities and resources, we have intervened in our lowest-performing schools, many of which are showing more significant growth than the district average. By partnering with community organizations and expanding grant opportunities, we have expanded science, arts, and athletics, and doubled summer learning opportunities to end the cycle of summer learning loss. BPS teachers, staff, and leadership are committed to the fulfillment of high expectations for achievement, equal access to instruction excellence, academic/language proficiency, and providing readiness for further education or career paths by closing off the achievement gap for all our students. We encourage our teachers and staff to continuously work to develop their own racial/cultural awareness alongside their colleagues (and authentic relationships) to allow for cultural learning and understanding with students and families in order to continue efforts for all. BPS is an exciting place for those who seek to work in an environment that supports creativity, innovation, and provides opportunities to enhance their skills and abilities as a teacher as well as a model for your students to follow. Qualifications: At a minimum, candidates must have: * 48 college credits, OR an associate degree, OR a passing score on the ParaPro test (score of 464+) * The ability to understand and meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice as specified by the MA DESE. * A current Authorization Certificate and appropriate identification to work in the United States. For more information or clarification, please contact ***********************************.