Substitute Teacher jobs at Boston Public Schools - 74 jobs

This position is an anticipated vacancy. It is expected to be vacant by 01/26/2026. 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, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year. Job Description: Boston Public Schools (BPS) seeks an exceptional Cluster Substitute 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. Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily. Reports to: Principal/Head of School of the school. Required Teacher Competencies: 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 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: Minimum of an undergraduate college/university degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Successfully complete a screening interview with the BPS Office of Human Resources. Pass a CORI/SORI criminal background check. Qualifications - Preferred: Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable. Experience in a school or community setting working with children or young adults. Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Substitute, Group 2 Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Boston Public Schools (BPS) seeks an exceptional Cluster Substitute 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. Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily. Reports to: Principal/Head of School of the school. Required Teacher Competencies: 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 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: Minimum of an undergraduate college/university degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Successfully complete a screening interview with the BPS Office of Human Capital. Pass a CORI/SORI criminal background check. Qualifications - Preferred: Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable. Experience in a school or community setting working with children or young adults. Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Substitute, Group 2 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.

Substitute teachers play a crucial role in maintaining the academic progress of the students enrolled in the Springfield Public Schools. During the school day, substitute teachers create an appropriate atmosphere to facilitate students' learning and ensure the health, safety, and welfare of the students. In addition, substitute teachers are expected to perform other related duties as assigned by the building administrator(s), in accordance with the school/division policies and practices. DUTIES: * Be flexible in order to meet the school administration's needs and readily adapt to the needs of the classroom. * Arrive 20 minutes early to review all materials and make sure you're prepared before the students arrive in the classroom. * Reports to the main office upon arrival at school. * Create and enforce structured discipline and classroom control. * Establish a safe and positive environment for all students and staff members. * Assume responsibility overseeing student behavior in the classroom and surrounding areas in order to assure health, welfare, and safety of all students. * Protect students, equipment, materials, and facilities. * Honor the teacher and school policies, procedures, and schedules. * Report all incidences of students, including injuries, accidents, illnesses, and behavioral problems to the appropriate authority immediately or as soon as is reasonably possible. * Implement lesson plans and instructions left by the absent teacher. * Utilize all academic class time to continue the students' learning progress. * Engage all students in lesson through interactive, effective teaching methods to maintain progress in the teaching curricula. * Organize students and classroom for effective instruction. * Complete a Substitute Teacher Report Form for the regular classroom teacher at the end of every assignment. * Return all instructional materials, equipment, and keys to proper location at the end of the day. * Perform other related duties as assigned by building administrator(s) in accordance with school/division policies and practices. MINIMUM QUALIFICATIONS: * Must possess a minimum of 30 college credits. * Produce the required documents (cover letter, current resume, official transcripts (sealed envelope) from an accredited college or university, three character reference letters). SUPPLEMENTAL INFORMATION: * Base Pay: $137.96/day * After 45 days (non-consecutive): $162.32/day * Long-Term Substitute Teacher (30 consecutive days in one assignment): $271.48/day (SY24 pay rate) * All Springfield Public School Substitute Teachers are compensated on a bi-weekly schedule. "If you 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 ************************************

Substitute teachers play a crucial role in maintaining the academic progress of the students enrolled in the Springfield Public Schools. During the school day, substitute teachers create an appropriate atmosphere to facilitate students' learning and ensure the health, safety, and welfare of the students. In addition, substitute teachers are expected to perform other related duties as assigned by the building administrator(s), in accordance with the school/division policies and practices. DUTIES: Be flexible in order to meet the school administration's needs and readily adapt to the needs of the classroom. Arrive 20 minutes early to review all materials and make sure you're prepared before the students arrive in the classroom. Reports to the main office upon arrival at school. Create and enforce structured discipline and classroom control. Establish a safe and positive environment for all students and staff members. Assume responsibility overseeing student behavior in the classroom and surrounding areas in order to assure health, welfare, and safety of all students. Protect students, equipment, materials, and facilities. Honor the teacher and school policies, procedures, and schedules. Report all incidences of students, including injuries, accidents, illnesses, and behavioral problems to the appropriate authority immediately or as soon as is reasonably possible. Implement lesson plans and instructions left by the absent teacher. Utilize all academic class time to continue the students' learning progress. Engage all students in lesson through interactive, effective teaching methods to maintain progress in the teaching curricula. Organize students and classroom for effective instruction. Complete a Substitute Teacher Report Form for the regular classroom teacher at the end of every assignment. Return all instructional materials, equipment, and keys to proper location at the end of the day. Perform other related duties as assigned by building administrator(s) in accordance with school/division policies and practices. MINIMUM QUALIFICATIONS: Must possess a minimum of 30 college credits. Produce the required documents (cover letter, current resume, official transcripts (sealed envelope) from an accredited college or university, three character reference letters). SUPPLEMENTAL INFORMATION: Base Pay: $137.96/day After 45 days (non-consecutive): $162.32/day Long-Term Substitute Teacher (30 consecutive days in one assignment): $271.48/day (SY24 pay rate) *All Springfield Public School Substitute Teachers are compensated on a bi-weekly schedule. The Springfield Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religious creed, national origin, sex, gender identity, sexual orientation, genetic information, ancestry, age, handicap, or military service, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Reach out to Carmen Molina-Figueroa, the Human Resources Analyst, at ************ ext. 55394, the email address is *********************************************. She will be happy to answer any questions that you have. NONDISCRIMINATION STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, religion, national origin, or sexual orientation, disability or homelessness. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sex-based harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

Substitute teachers play a crucial role in maintaining the academic progress of the students enrolled in the Springfield Public Schools. During the school day, substitute teachers create an appropriate atmosphere to facilitate students' learning and ensure the health, safety, and welfare of the students. In addition, substitute teachers are expected to perform other related duties as assigned by the building administrator(s), in accordance with the school/division policies and practices. DUTIES: Be flexible in order to meet the school administration's needs and readily adapt to the needs of the classroom. Arrive 20 minutes early to review all materials and make sure you're prepared before the students arrive in the classroom. Reports to the main office upon arrival at school. Create and enforce structured discipline and classroom control. Establish a safe and positive environment for all students and staff members. Assume responsibility overseeing student behavior in the classroom and surrounding areas in order to assure health, welfare, and safety of all students. Protect students, equipment, materials, and facilities. Honor the teacher and school policies, procedures, and schedules. Report all incidences of students, including injuries, accidents, illnesses, and behavioral problems to the appropriate authority immediately or as soon as is reasonably possible. Implement lesson plans and instructions left by the absent teacher. Utilize all academic class time to continue the students' learning progress. Engage all students in lesson through interactive, effective teaching methods to maintain progress in the teaching curricula. Organize students and classroom for effective instruction. Complete a Substitute Teacher Report Form for the regular classroom teacher at the end of every assignment. Return all instructional materials, equipment, and keys to proper location at the end of the day. Perform other related duties as assigned by building administrator(s) in accordance with school/division policies and practices. MINIMUM QUALIFICATIONS: Must possess a minimum of 30 college credits. Produce the required documents (cover letter, current resume, official transcripts (sealed envelope) from an accredited college or university, three character reference letters). SUPPLEMENTAL INFORMATION: Base Pay: $137.96/day After 45 days (non-consecutive): $162.32/day Long-Term Substitute Teacher (30 consecutive days in one assignment): $271.48/day (SY24 pay rate) *All Springfield Public School Substitute Teachers are compensated on a bi-weekly schedule. "If you 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 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.

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.

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.

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.

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

This position is an anticipated vacancy. It is expected to be vacant by 12/15/2025. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated Job Title: Paraprofessional Reports to: Principal/Head of Schools General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities * Supports direct instruction to children individually, in small groups, and in classroom settings * Provides assistance with classroom activities. * Prepares instructional materials. * Assists in classroom set up and clean up. * Manages individual and classroom behavior, using prescribed approaches. * Supervises students on field trip activities. * Performs other related duties as requested by Headmaster/Principal. Qualifications - Required: * Education: High School Diploma or GED. * Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (**************************** or WorkKeys Certificate of Proficiency for Teacher Assistants (************************************************* * Minimum of two years experience working with young children. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications - Preferred * Associate's or Bachelor's Degree. * Certification as a teacher or license as a social worker. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate 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 position is an anticipated vacancy. It is expected to be vacant by XX/XX/XX. 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 position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to end on XX/XX/XX when the current paraprofessional returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Headmaster General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities: * Supports direct instruction to children individually, in small groups, and in classroom settings * Provides assistance with classroom activities. * Prepares instructional materials. * Assists in classroom set up and clean up. * Manages individual and classroom behavior, using prescribed approaches. * Supervises students on field trip activities. * Performs other related duties as requested by Headmaster/Principal. Qualifications Required: * High School Diploma or GED. * Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). * Minimum of two years experience working with young children. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Preferred: * Associate's or Bachelor's Degree. * Certification as a teacher or license as a social worker. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt. 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 position is a temporary vacancy covering for a paraprofessional who is covering for a teacher's leave of absence. The position is expected to end on 01/05/2026 when the teacher returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Headmaster General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities: * Supports direct instruction to children individually, in small groups, and in classroom settings * Provides assistance with classroom activities. * Prepares instructional materials. * Assists in classroom set up and clean up. * Manages individual and classroom behavior, using prescribed approaches. * Supervises students on field trip activities. * Performs other related duties as requested by Headmaster/Principal. Qualifications Required: * High School Diploma or GED. * Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). * Minimum of two years experience working with young children. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Preferred: * Associate's or Bachelor's Degree. * Certification as a teacher or license as a social worker. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt. 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 position is an anticipated vacancy. It is expected to be vacant by 12/15/2025. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated Job Title: Paraprofessional Reports to: Principal/Head of Schools General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Headmaster/Principal. Qualifications - Required: Education: High School Diploma or GED. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (**************************** or WorkKeys Certificate of Proficiency for Teacher Assistants (************************************************* Minimum of two years experience working with young children. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications - Preferred Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate 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 position is an anticipated vacancy. It is expected to be vacant by 1/30/2026. 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, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year. At James W Hennigan Elementary, we are dedicated to fostering equitable learning experiences that empower all students to succeed. Rooted in the belief that every child can and will learn, we embrace a diverse, inclusive, and globally competent educational environment. Our educators cultivate an open-minded, collaborative mindset, ensuring that all students have the right and ability to access rigorous, standards-aligned instruction through effective teaching. We prioritize grade-level learning that honors best practices, while also nurturing social-emotional growth and cultural awareness. At the Hennigan, we seek educators who uphold high expectations aligned with the Common Core State Standards (CCSS) while also championing equity, social justice, and anti-racist practices. Together, we prepare scholars to engage thoughtfully in a global society, equipping them with the skills to collaborate, think critically, and respect diverse perspectives. We are champions for our scholars. Job Description: The Early Education and Early Learning Centers provide an innovative, high quality, full day early education program designed to meet the needs of the young children and their parents in the Boston Public Schools. School staff will work and plan together to create an educational environment in which quality and continuity are key. On-going staff development for all members of the Centers will be an integral part of the program to support and reinforce the curricula and the philosophy. Reports to: Principal/Head of Schools Responsibilities Collaborates with classroom teacher to implement enrichment activities which reinforce the daily instruction of developmentally appropriate early childhood experiences. Implements agreed upon activities, as evidenced in daily lesson plans, using a variety of materials for children ages 3 to 7 which integrate the curriculum areas. Provides opportunities for children to develop self-help skills including zippering, buttoning, tying shoes, using eating utensils, hand washing and using the bathroom. Adheres to school-wide discipline and reporting procedures. Maintains a classroom climate conducive to learning. Works under the direction of the teacher/specialist to support the school's academic program. Fosters open communications with parents and staff. Provides supervision of the following routines: snack, rest, and outdoor/indoor play. Promotes personal hygiene (including changing children when necessary). Supervises bus boarding to ensure children are on the correct bus and belted safely in their seats. Participates in ten (10) hours of paid professional development beyond the workday. Performs other related duties as requested by the Principal. Qualifications - Required: Education: High School Diploma or GED Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). Minimum of two years experience working with young children Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications - Preferred: Associates Degree in Early Childhood Education. Minimum of two years experience working with young children or a Bachelor's Degree in Early Childhood Education. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate 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 position is an anticipated vacancy. It is expected to be vacant by XX/XX/XX. 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 position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to end on XX/XX/XX when the current paraprofessional returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Headmaster General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities: Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Headmaster/Principal. Qualifications Required: High School Diploma or GED. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). Minimum of two years experience working with young children. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Preferred: Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt. 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 position is a temporary vacancy covering for a paraprofessional who is covering for a teacher's leave of absence. The position is expected to end on 01/05/2026 when the teacher returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Headmaster General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities: Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Headmaster/Principal. Qualifications Required: High School Diploma or GED. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). Minimum of two years experience working with young children. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Preferred: Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt. 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 position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to end on 04/26/2026 when the current paraprofessional returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Head of School/Principal. Qualifications - Required: Education: High School Diploma or GED. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (**************************** or WorkKeys Certificate of Proficiency for Teacher Assistants (************************************************* Minimum of two years experience working with young children. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred: Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate 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.