Science Teacher jobs at Boston Public Schools - 53 jobs

This position is an anticipated vacancy. It is expected to be vacant by 02/11/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated. THIS IS A LONG-TERM SUB POSITION that is expected to start on 02/11/2026 and end on 06/18/2026. 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 Special Education/Resource Room teacherwho 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 Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development. Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum. Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development. Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development. Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. Provide assistance for students transitioning to adult living services where appropriate. Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate. Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. Consistently defines high expectations for student learning goals and behavior. Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) Exhibits strong knowledge of child development and how students learn and behave, 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 Education: Hold a bachelor's degree. Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the BPS Standards of Effective Practice as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualification-Preferred Experience teaching in urban schools. Degree in Special Education. Hold either ESL License at the appropriate level or SEI Endorsement. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). The 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.

Boston Green Academy, an innovative “in-district” charter school within the Boston Public Schools, is seeking to hire a committed, skilled and inspiring Assistant Head of School (Upper Grades). Boston Green Academy welcomes diverse students of all abilities, educates and empowers them to succeed in college and career, and prepares them to lead in the sustainability of our community and world. Located in Brighton, BGA serves almost 500 diverse and amazing students in grades 7-12 from all over the City of Boston. To learn more about our school community, please visit ************************** Boston Public Schools seeks an exceptional Science 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 School Responsibilities Teach: General Science in an SEI setting Creatively provide an interdisciplinary course of study that incorporates state curricular frameworks that demonstrates an understanding of the nature of science and how to develop this understanding in all students. Implement district learning goals and objectives using the appropriate curriculum as identified by district Science Department. Implement research-based district curriculum that challenges students to use scientific inquiry in their learning of science concepts. Develop students' capacity to see science as a way of thinking and investigating. 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: 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 Massachusetts Teaching License in General Science at the appropriate grade level. 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. Qualifications - Preferred Experience teaching in urban schools. Either SEI Endorsement OR dual certification in ESL. Degree in a relevant science field and/or Education BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. 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.

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 Full Time Start Date: August 2026 (exact start date TBD) Base Salary: Up to $96,864.45 and commensurate with experience Educators in the Springfield Empowerment Zone Partnership are responsible for ensuring that students have access to strong instruction, experience a deep sense of belonging in school, and are prepared for meaningful academic and life opportunities. SEZP educators serve as instructors, mentors, and collaborators. They contribute to school communities that value strong relationships, clear expectations, and continuous improvement-for students and for adults. Core Responsibilities Access to High-Quality Learning Deliver rigorous, standards-aligned instruction using research-based curriculum and effective instructional strategies Ensure all students can access grade-level content through thoughtful lesson design, scaffolding, and embedded supports Use student data and formative assessment to adjust instruction and promote academic growth Belonging and School Community Build strong, trusting relationships with students grounded in consistency, respect, and high expectations Contribute positively to a school culture where students feel known, supported, and accountable Collaborate closely with colleagues, including participation in co-teaching teams and professional learning communities Engage families as partners through regular communication and shared problem-solving Opportunity and Growth Support students in developing the skills, habits, and confidence needed for success in high school and beyond Participate actively in professional learning, coaching, and feedback cycles Contribute to the development of future educators by modeling strong practice, hosting residents or student teachers when applicable, and supporting a culture of adult learning Additional Responsibilities Uphold school-wide expectations related to curriculum, assessment, and professional conduct Perform other duties as assigned by the Principal Qualifications Experience teaching at the middle or high school level Valid Massachusetts Deparment of Elementary and Secondary Education license in the appropriate subject and grade level (English) . Candidates not yet licensed may be eligible for a licensure waiver and are encouraged to apply Demonstrated ability to support a range of learners through strong instruction and relationship-building Bilingual English/Spanish proficiency preferred Bachelor's degree If you meet many-but not all-of the qualifications above, we encourage you to apply. SEZP values educators who are reflective, collaborative, and committed to continuous growth. We encourage you to reach out to us at ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! Benefits Selection as an educator in SEZP recognizes an individual for their outstanding vision, capacity, and commitment to students. Educators in SEZP are eligible for the same competitive benefits available to Educators in the Springfield Public Schools. Educators joining SEZP may also be eligible for the following recruitment incentives, which may be offered individually: Signing bonus in addition to base salary Relocation award for candidates from regions beyond western Massachusetts 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 2,500 students in our 8 middle schools. SEZP combines district-based public education with the flexibility of autonomous school models, granting schools meaningful control over curriculum, staffing, scheduling, and budgeting-while maintaining clear accountability for student learning and growth. Across all of its work-including school improvement and educator preparation-SEZP is guided by three core values: Access: Expanding access to strong learning environments, skilled mentors, and clear pathways for students and educators Belonging: Building communities where people are known, supported, and accountable to one another Opportunity: Preparing students and educators to learn, lead, and thrive over time 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 ************************************

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 ************************************

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 ************************************

Grades: 6-8 Social Studies Teacher Full Time Start Date: 8/18/2025 Base Salary: Up to $90,424 and commensurate with experience Job Responsibilities Educator responsibilities in SEZP 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 school Principal Position Qualifications Experience teaching in middle school or high school preferred Appropriate content/program area and grade level educator license (Social Science) from the Massachusetts Department of Elementary and Secondary Education required (Educators who are not yet licensed by MA DESE in the appropriate content/program area and grade level may be eligible for a licensure waiver and are still encouraged to apply.) Experience as an active anti-racist, LGBTQ+ advocate, or organizer for equity preferred Bilingual in English and Spanish preferred Bachelor's degree 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 us at ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! Benefits Selection as an educator in SEZP recognizes an individual for their outstanding vision, capacity, and commitment to anti-racist school communities. Educators joining SEZP may be eligible for the following recruitment incentives, subject to personalized negotiation for individual candidates: Up to $90,424 base salary Substantial signing bonus in addition to base salary Relocation award for candidates from regions beyond western Massachusetts 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, 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.

LONG TERM SUBSTITUTE - SPANISH TEACHER WEST SPRINGFIELD HIGH SCHOOL * Plan and deliver instruction based on District curriculum and student needs * Demonstrate knowledge of the Spanish language, culture, and effective instructional strategies * Provide instruction in Spanish following district curriculum, setting high and attainable outcomes * Design and use assessments to monitor student progress toward established standards; maintain accurate records * Establish a classroom environment that fosters respect, rapport, and a culture of learning * Effectively manage classroom routines and student behavior * Maintain regular communication with students and their families * Collaborate with colleagues within the World Language Department and throughout the school * Implement 504 and IEP accommodations and modifications as required * Engage in professional reflection and uphold professional responsibilities * Adhere to District policies and procedures * Perform other duties as assigned by the building principal Qualifications: Bachelor's Degree from an accredited institution Massachusetts DESE Certification in Foreign Language (Spanish) 9-12 preferred Previous teaching experience and/or background in language instruction preferred 6-12 week assignment Salary Range: $130.00/day - $160.00/day

Department: Elementary Education FLSA Status (Exempt/Non-exempt): Exempt; Unit C - Category 1 Reports to: School Principal In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The Kindergarten Teaching Assistant works under the guidance and alongside the classroom teacher and assists in the instruction and supervision of students, assisting the teacher in achieving educational objectives by working with individual students or small groups, assisting students by modeling the necessary skills to perform academic, social, and behavioral tasks, modeling appropriate behaviors and interactions with students and staff. The teaching assistant supports the teacher in providing a well-organized, smoothly functioning class environment that is culturally proficient and responsive to each student's diverse needs. Qualifications: Required Qualifications: * High School diploma and college level courses in early child development, special education, or education * Bachelor's degree strongly preferred * Teaching certificate preferred * Instructional experience in elementary public school setting preferred Desired Qualifications: * Demonstrated knowledge and application of effective teaching assistant principles, practices and trends * Ability to establish and maintain productive working relationships with supervising teacher, students, staff, families and school community * Ability to perform essential job duties at a high level * Ability to work on multiple tasks and prioritize appropriately * Ability to recognize areas of concern relating to student issues and propose or recommend appropriate solutions to problems * Ability to communicate effectively Essential Job Duties and Responsibilities (Not Limited To): Essential Functions: * Executes instructional activities with individual students or small groups of students following teacher direction and demonstration * Provides assistance to students during special classes (art, music, etc.), as needed * Assists general education and special education students * Assists with and implements positive behavior support plans designed by teacher and/or other school personnel * Assists and monitors student use of instructional and other equipment * Serves as a source of information and help to any substitute teacher assigned in the absence of the regular teacher * Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of the classroom teachers * Assists students leaving and entering transportation vehicles, accompanies students to and from classrooms * Assists with supervision of students during emergency drills * Assists students with activities of daily living such as eating, grooming, bathing, and hygiene related to toileting * Observes and intervenes to redirect inappropriate behavior * Assists, monitors, and guides the student to focus on learning, participate in activities, and complete tasks * Models conversation, manners, clean-up activities, listening, and everyday interactions for the purpose of demonstrating appropriate pro-social skills in a culturally responsive manner * Attends meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job functions * May be expected to provide substitute educator services * May be expected to attend trainings related to position * Consistent, reliable and punctual attendance is essential for supervision and instruction of the students * Responsible for implementing "other job-related duties" as needed Physical Requirements: Work Environment: * Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirements: * While performing the duties of this job, the teaching assistant is frequently required to walk, stand, sit, talk, and hear. The teaching assistant is regularly required to bend, stoop, crouch and/or kneel. * The teaching assistant is occasionally required to lift and/or move objects weighing up to 25 pounds. * Must be able to assist with student behavioral needs as necessary, including responding to students who are physically unsafe, using physical restraints as part of a de-escalation process, and moving furniture in response to a crisis situation. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Department: Newton South Preschool Program FLSA Status (Exempt/Non-exempt): Exempt; Unit C Reports to: Department Head; Principal In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The Preschool Teaching assistant provides a developmentally appropriate educational program for students in the preschool. The teaching assistant is responsible for supervising students within the classroom and other assigned areas; assisting with the development of lesson plans and delivering instruction within established curriculum guidelines; collaborating with other professional staff, and administrators to improve instruction; and engaging parents/guardians in conversations with regard to instructional programs and student progress. This is a full-time position. Qualifications: Required Qualifications: Required Qualifications: ? Bachelor's Degree ? Excellent oral and written communication skills ? Ability to handle multitude of varying and complex issues Desired Qualifications: ? Experience teaching at the preschool level ? Degree in early childhood education Essential Job Duties and Responsibilities (Not Limited To): Creates and maintains an effective and developmentally appropriate learning environment for children ? Instructs students in English language arts, mathematics, science, social studies, and an anti-bullying curriculum ? Assists in preparing daily lessons and activities ? Manages student behavior to provide a safe and optimal classroom climate ? Differentiates instruction for the purpose of providing an effective program that addresses individual need ? Provides targeted intervention to close student learning gaps ? Collects data to document student progress and aid in planning ? Assesses student progress towards learning targets, objectives, and expectations ? Provides feedback on progress to students, parents, and administration ? Identifies student needs and cooperates with other professional staff members in assessing and helping students solve social, emotional and learning problems ? Collaborates with instructional staff and colleagues to improve student outcomes ? Follows specific standards, policies, and procedures of the building and the district ? Attends and participates in faculty meetings and professional development activities ? Consistent, reliable and punctual attendance is essential for supervision and instruction of the students ? Responsible for implementing “other job related duties” as needed Work Environment & Physical Requirements: Work Environment: ? Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirements: ? While performing the duties of this job, the teacher is frequently required to walk, stand, sit, talk, and hear. The teacher is regularly required to bend, stoop, crouch and/or kneel. The teacher is occasionally required to lift and/or move objects weighing up to 25 pounds. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions Salary posted is based on full time work

Department: Elementary Education FLSA Status (Exempt/Non-exempt): Exempt; Unit C - Category 1 Reports to: School Principal In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The Kindergarten Teaching Assistant works under the guidance and alongside the classroom teacher and assists in the instruction and supervision of students, assisting the teacher in achieving educational objectives by working with individual students or small groups, assisting students by modeling the necessary skills to perform academic, social, and behavioral tasks, modeling appropriate behaviors and interactions with students and staff. The teaching assistant supports the teacher in providing a well-organized, smoothly functioning class environment that is culturally proficient and responsive to each student's diverse needs. Qualifications: Required Qualifications: High School diploma and college level courses in early child development, special education, or education Bachelor's degree strongly preferred Teaching certificate preferred Instructional experience in elementary public school setting preferred Desired Qualifications: Demonstrated knowledge and application of effective teaching assistant principles, practices and trends Ability to establish and maintain productive working relationships with supervising teacher, students, staff, families and school community Ability to perform essential job duties at a high level Ability to work on multiple tasks and prioritize appropriately Ability to recognize areas of concern relating to student issues and propose or recommend appropriate solutions to problems Ability to communicate effectively Essential Job Duties and Responsibilities (Not Limited To): Essential Functions: Executes instructional activities with individual students or small groups of students following teacher direction and demonstration Provides assistance to students during special classes (art, music, etc.), as needed Assists general education and special education students Assists with and implements positive behavior support plans designed by teacher and/or other school personnel Assists and monitors student use of instructional and other equipment Serves as a source of information and help to any substitute teacher assigned in the absence of the regular teacher Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of the classroom teachers Assists students leaving and entering transportation vehicles, accompanies students to and from classrooms Assists with supervision of students during emergency drills Assists students with activities of daily living such as eating, grooming, bathing, and hygiene related to toileting Observes and intervenes to redirect inappropriate behavior Assists, monitors, and guides the student to focus on learning, participate in activities, and complete tasks Models conversation, manners, clean-up activities, listening, and everyday interactions for the purpose of demonstrating appropriate pro-social skills in a culturally responsive manner Attends meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job functions May be expected to provide substitute educator services May be expected to attend trainings related to position Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job-related duties” as needed Physical Requirements: Work Environment: Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirements: While performing the duties of this job, the teaching assistant is frequently required to walk, stand, sit, talk, and hear. The teaching assistant is regularly required to bend, stoop, crouch and/or kneel. The teaching assistant is occasionally required to lift and/or move objects weighing up to 25 pounds. Must be able to assist with student behavioral needs as necessary, including responding to students who are physically unsafe, using physical restraints as part of a de-escalation process, and moving furniture in response to a crisis situation. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The classroom teaching assistant supports the classroom teacher in all aspects of the school day. The classroom teaching assistant provides a variety of generalized support services to students and schools. Under the guidance and alongside the classroom teacher and assists in the instruction and supervision of students, assisting the teacher in achieving educational objectives by working with individual students or small groups, assisting students by modeling the necessary skills to perform academic, social, and behavioral tasks, modeling appropriate behaviors and interactions with students and staff. The classroom teaching assistant supports the teacher in providing a well-organized, smoothly functioning class environment that is culturally proficient and responsive to each student's diverse needs Qualifications: Required Qualifications: High School diploma and college level courses (60 credits preferred) in early child development, elementary education, or special education Bachelor's degree strongly preferred Teaching certificate preferred Instructional experience in elementary public school setting preferred Desired Qualifications: Demonstrated knowledge and application of effective teacher assistant principals, practices and trends Ability to establish and maintain productive working relationships with supervising teacher, students, staff, families and school community Ability to perform essential job duties at a high level Ability to work on multiple tasks and prioritize appropriately Ability to recognize areas of concern relating to student issues and propose or recommend appropriate solutions to problems Ability to communicate effectively Ability to use online platforms and support remote/distance learning experiences Essential Job Duties and Responsibilities (Not Limited To): Assist the classroom teacher in all aspects of the school day Support instruction by working with students individually and in small groups Prepare instructional materials Assist in classroom set up and clean up Manage individual and classroom climate and social emotional needs Supervise students at recess, lunch, snack and mask breaks or other “duties” Support students with self-care skills (toileting, dressing, etc.) as needed Consistent and on-time attendance is required or supervision and instruction of the students Executes instructional activities with individual students or small groups of students following teacher direction and demonstration Provides assistance to students during special classes (art, music, etc.), as needed Assists general education and special education students Assists with and implements positive behavior support plans designed by teacher and/or other school personnel Assists and monitors student use of instructional and other equipment Serves as a source of information and help to any substitute teacher assigned in the absence of the regular teacher Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of the classroom teachers Assists students leaving and entering transportation vehicles, accompanies students to and from classrooms Assists with supervision of students during emergency drills Observes and intervenes to redirect inappropriate behavior Assists, monitors, and guides the student to focus on learning, participate in activities, and complete tasks Models conversation, manners, clean-up activities, listening, and everyday interactions for the purpose of demonstrating appropriate pro-social skills in a culturally responsive manner Attends meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job functions May be expected to provide substitute educator services May be expected to attend trainings related to position Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job-related duties” as needed Work Environment & Physical Requirements: Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirement: While performing the duties of this job, the employee is frequently required to walk, stand, sit, talk, and hear. The employee is regularly required to bend, stoop, crouch and/or kneel. The employee is occasionally required to lift and/or move objects weighing up to 25 pounds. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

Grade Level: 6-8 In 2015, the MA Department of Elementary and Secondary Education and Springfield Public Schools partnered to form the Springfield Empowerment Zone Partnership (SEZP). SEZP is committed to ensuring that the middle and high schools in “The Zone” are engaging environments where teachers receive the supports they need to grow professionally, and students have the opportunity to acquire the academic and personal skills to succeed in the college or career of their choice. Each SEZP school has the autonomy to craft and implement its own, unique vision for success and receives support from an ecosystem of national-caliber partners. Furthermore, Teacher Leadership Teams at each school ensure that teacher voice is heard and that there is strong communication between school administration and staff. Teaching in SEZP SEZP is seeking educators who are excited to work in a collaborative, engaging, diverse, and high energy environment. We are seeking team players committed to the SEZP mission, high expectations, and their own professional growth. Required qualifications: High School Diploma or GED, and Associate of Arts or Science Degree or higher, or 60 undergraduate college credits, or Meeting or exceeding the State mandated score on the Paraprofessional Assessment or Work Keys Assessment Preferred Qualifications: BA Degree with Educator Licensure Experience working with special education students in education settings **A passing score on the Work Keys Exams in the following areas: Workplace Documents: 5 Applied Math: 4 Business Writing: 3 Positions will be filled on a rolling basis; applicants are encouraged to apply immediately. Please contact ******************************* with any questions. 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 ************************************

THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 01/05/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ Boston Public Schools seeks an exceptional ART TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. REPORTS TO: Principal/Headmaster RESPONSIBILITIES: Teach: Visual Art CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community. QUALIFICATIONS - REQUIRED: Hold a valid Massachusetts Teaching License for Visual Art at the appropriate level. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Education: Hold a Bachelor's degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. QUALIFICATIONS - PREFERRED: Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Instructs adult learners in basic education and theory classes using instructional methods geared toward adults. ESSENTIAL DUTIES & RESPONSIBILITIES The above position is illustrative of the tasks and responsibilities. It is not meant to be all -inclusive of every task or responsibility. The description does not constitute an employment agreement between the Springfield Public Schools and the employee and is subject to change by the Springfield Public Schools as the needs and requirements of the job change. * Teach Adult Basic Education, HiSET/GED and content areas of Math, Science and Ahead of the Game curriculum using instructional methods geared toward the adult learner in a classrom setting. * Plans and prepares curriculum and class lessons; implements a variety of instructional delivery methods, which includes group or individual instruction and computer programs; and administers tests to determine individual progress. * Completes and maintains students attendance. * Maintains currency with latest law and licensing requirements. * Performs related duties of a similar nature and level as assigned. * Meet and instruct assigned classes in the locations and times designated. * Prepare and develop lessons aligned with the College and Career Readiness standards for adults. * Remain current with essential program related information. * Maintain robust and accurate student records. * Build a classroom environment that is conducive to learning while maintaining effective classroom management. * Guides the learning process toward the achievenment of established curriculum goals, communicates clear objectives to the students for all lessons, units and projects. * Act as Mentor when needed to ensure student success. * All other duties assigned by Superintendent and the Director. JOB QUALIFICATIONS Education and Experience Master's Degree or Bachelor's Degree with appropriate content area experience in instruction. KNOWLEDGE, SKILLS, and ABILITIES * Knowledge of adult learner and alternative educational methods * Ability to build a classroom environment that is conducive to learning and appropriate to the maturity and interests of students * Ability to prioritize and assign work * Ability to develop and write reports, policies, and correspondence * Ability to handle common inquiries or complaints * Ability to effectively present information and respond to questions from students, faculty, staff, and visitors * Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations * Ability to define problems, collect data, establish facts, and draw valid conclusions * Ability to interpret an extensive variety of data and instructions in written, oral, schedule, mathematical, or diagram form and deal with several abstract and concrete variables * Ability to use (or learn to use) computer software and systems applicable to the position * Ability to follow oral and written instructions and procedures * Ability to collect, organize, and interpret data and prepare accurate records * Ability to maintain well-organized materials, files, systems and tools * Ability to adapt to changes in work situations and priorities * Ability to reason/analyze; use logic to identify and resolve problems * Ability to evaluate, organize, and summarize data and information * Ability to establish and maintain constructive and cooperative interpersonal relationships with staff, peers, supervisors, or managers in the work unit and other departments, as well as with staff of outside entities and other individuals, as applicable to the essential duties and responsibilities CORE KNOWLEDGE, SKILLS, AND ABILITIES * Skill in utilizing interpersonal skills to relate and interact with a diverse population * Skill in detail oriented planning and able to set priorities, objectives, and meet deadlines * Ability to provide positive and effective customer service * Ability to adapt to and accommodate new methods and procedures * Ability to work independently or as a member of a team * Ability to apply listening skills, work under pressure, address conflict and solve problems * Ability to read, analyze and interpret standard, policies, procedures and regulations * Ability to effectively present information using attention to detail and accuracy * Ability to exercise good judgment * Ability to operate standard office equipment, such as a computer keyboard, monitor, copies, scanners, and telephone * Ability to communicate effectively orally and in writing WORK SCHEDULE: Monday - Thursday 9:00am - 12:00pm Fall Semester- Spring Semester - January 7, 2026 - June 18, 2026 No Class 01/19/26, winter break 02/16/26-02/20/26, spring break 4/20/26 - 4/23/26 no class 05/25/26 PHYSICAL REQUIREMENTS Exerting up to 10 pounds of force occasionally, a negligible amount of force frequently, and/or constantly having to lift, carry, push, pull or otherwise move objects, including the human body. WORKING ENVIRONMENT This position requires employee be in an office or similar indoor environment. The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. The list is not all-inclusive and may be supplemented as necessary. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. "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 ************************************

Instructs adult learners in basic education and theory classes using instructional methods geared toward adults. ESSENTIAL DUTIES & RESPONSIBILITIES The above position is illustrative of the tasks and responsibilities. It is not meant to be all -inclusive of every task or responsibility. The description does not constitute an employment agreement between the Springfield Public Schools and the employee and is subject to change by the Springfield Public Schools as the needs and requirements of the job change. Teach Adult Basic Education, HiSET/GED and content areas of Math, Science and Ahead of the Game curriculum using instructional methods geared toward the adult learner in a classrom setting. Plans and prepares curriculum and class lessons; implements a variety of instructional delivery methods, which includes group or individual instruction and computer programs; and administers tests to determine individual progress. Completes and maintains students attendance. Maintains currency with latest law and licensing requirements. Performs related duties of a similar nature and level as assigned. Meet and instruct assigned classes in the locations and times designated. Prepare and develop lessons aligned with the College and Career Readiness standards for adults. Remain current with essential program related information. Maintain robust and accurate student records. Build a classroom environment that is conducive to learning while maintaining effective classroom management. Guides the learning process toward the achievenment of established curriculum goals, communicates clear objectives to the students for all lessons, units and projects. Act as Mentor when needed to ensure student success. All other duties assigned by Superintendent and the Director. JOB QUALIFICATIONS Education and Experience Master's Degree or Bachelor's Degree with appropriate content area experience in instruction. KNOWLEDGE, SKILLS, and ABILITIES Knowledge of adult learner and alternative educational methods Ability to build a classroom environment that is conducive to learning and appropriate to the maturity and interests of students Ability to prioritize and assign work Ability to develop and write reports, policies, and correspondence Ability to handle common inquiries or complaints Ability to effectively present information and respond to questions from students, faculty, staff, and visitors Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations Ability to define problems, collect data, establish facts, and draw valid conclusions Ability to interpret an extensive variety of data and instructions in written, oral, schedule, mathematical, or diagram form and deal with several abstract and concrete variables Ability to use (or learn to use) computer software and systems applicable to the position Ability to follow oral and written instructions and procedures Ability to collect, organize, and interpret data and prepare accurate records Ability to maintain well-organized materials, files, systems and tools Ability to adapt to changes in work situations and priorities Ability to reason/analyze; use logic to identify and resolve problems Ability to evaluate, organize, and summarize data and information Ability to establish and maintain constructive and cooperative interpersonal relationships with staff, peers, supervisors, or managers in the work unit and other departments, as well as with staff of outside entities and other individuals, as applicable to the essential duties and responsibilities CORE KNOWLEDGE, SKILLS, AND ABILITIES Skill in utilizing interpersonal skills to relate and interact with a diverse population Skill in detail oriented planning and able to set priorities, objectives, and meet deadlines Ability to provide positive and effective customer service Ability to adapt to and accommodate new methods and procedures Ability to work independently or as a member of a team Ability to apply listening skills, work under pressure, address conflict and solve problems Ability to read, analyze and interpret standard, policies, procedures and regulations Ability to effectively present information using attention to detail and accuracy Ability to exercise good judgment Ability to operate standard office equipment, such as a computer keyboard, monitor, copies, scanners, and telephone Ability to communicate effectively orally and in writing WORK SCHEDULE: Monday - Thursday 9:00am - 12:00pm Fall Semester- Spring Semester - January 7, 2026 - June 18, 2026 No Class 01/19/26, winter break 02/16/26-02/20/26, spring break 4/20/26 - 4/23/26 no class 05/25/26 PHYSICAL REQUIREMENTS Exerting up to 10 pounds of force occasionally, a negligible amount of force frequently, and/or constantly having to lift, carry, push, pull or otherwise move objects, including the human body. WORKING ENVIRONMENT This position requires employee be in an office or similar indoor environment. The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. The list is not all-inclusive and may be supplemented as necessary. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. "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 3 rd 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 ************************************

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 ***********************************.