Teacher - Substantially Separate Applied Behavior Analysis (ABA) Strand - SY2526

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).

Boston Public Schools seeks an exceptional SPECIAL EDUCATION ABA (Applied Behavior Analysis) Strand 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: School Principal

Responsibilities:

Teach: Special Education Classroom

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:

• 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.
• 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.
• Hold a Massachusetts Teaching License in Moderate/Severe Disabilities (All Levels).
  
  

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.