View Job

This job is no longer active on Please contact the employer directly.

Special Education ELA Teacher, Gr. 9-12 (SY17-18)

Dearborn STEM Academy | Boston MA 02121 USA | Full Time - School Year | Revised: 08/15/2017

Job Descriptiontop

Dearborn STEM Academy"/>

School Description

The Dearborn STEM Academy is a Boston Public School serving grades 6-12. Dearborn is committed to supporting and preparing students to be contributing members of their communities and to enter successfully the global workforce of the 21st century. The school bridges rigorous academics with career readiness, and leverages Boston’s unique position in higher education and industry to provide students with access to authentic real-world experiences, while cultivating key critical thinking and communications skills

Dearborn is a BPE Teaching Academy, part of a PreK-12 neighborhood school pathway that includes the Dudley Street Neighborhood Charter School (PreK-5). Modeled after teaching hospitals, our Teaching Academies immerse aspiring teachers — residents — in the best practices of the field. All staff at Dearborn work collaboratively to enact ambitious teaching and learning in service of student achievement goals

Position Description

The school is currently seeking an exemplary Special Education English Language Arts Teacher. Ideal candidates possess deep academic content knowledge, hold high expectations for all students, create an inclusive learning environment, and have strong communications/interpersonal skills. As a Teaching Academy, all teachers will be expected to contribute to a vibrant professional learning community, to reflect on and improve their own practice and to mentor, train, and develop resident teachers.

Dearborn Principles of Instruction. Our core beliefs about good teaching are:

  • The measure of good teaching is student learning.
  • Good teaching requires knowledge of content, knowledge of how students typically learn and interact with particular content, and setting of clear instructional goals.
  • Teachers must treat all students as sense-makers.
  • Teachers must know all students as individuals and as learners.
  • Teachers must design instruction for all students to do complex thinking and academic work.
  • Teachers must enter into collaborative relationships with families and communities in service of student learning.


Professional Climate & Culture

  • Promote a culture of excellence, characterized by high levels of transparency, shared responsibility for students, collaboration, organization, and efficiency.
  • Demonstrate deep commitment to professional learning and actively participates in the design and implementation of PD that is focused on driving exceptional outcomes for students.
  • Mentor Boston Teacher Residents in a yearlong apprenticeship.

Student Achievement & Character Development

  • Set and hold students to extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
  • Teach with the mindset of preparing students to attend and complete a four-year college degree, or rigorous post-secondary professional preparation.
  • Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to work with staff to secure resources necessary to address these needs in collaboration with colleagues.
  • Discuss, celebrate, and reinforce character as well as social-emotional skills

Core Instructional Excellence

  • Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
  • Demonstrate and continue to develop strong content knowledge.
  • Model responses and provide visual anchors; lead students through guided and independent practice.
  • Meet needs of a range of students, providing extra support, enrichment, or variation of work.
  • Weave language acquisition, reading, and writing throughout the content.

Classroom Culture

  • Create a welcoming environment where every student matters and participates.
  • Establish classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
  • Design classroom space to reinforce school values and culture with obvious, posted examples of outstanding academics and character.

Planning and Data Analysis

  • Work collaboratively in a team of teachers to develop and track specific and ambitious yet attainable goals for each student.
  • Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
  • Use data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional decisions.

Student, Family, and Community Relationships

  • Communicate in a positive, engaging, and meaningful way with students, families, and colleagues
  • Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges
  • Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
  • Generate novel ways to involve the community and families with the learning process so that rich learning environments and holistic services are provided for students


  • A valid Massachusetts certification in the appropriate content area and grade by the first day of school: Moderate Disabilities 6-12; additional licensure in ELA and ESL strongly preferred.
  • SEI endorsement required.
  • Minimum of three years teaching in an urban public school with a record of high student achievement (preferred).
  • Ability to teach a wide range of student skill, ability, and developmental levels in mixed-grade setting.
  • Strong instructional and classroom management skills
  • Demonstrated mastery of and enthusiasm for subject matter
  • Unyielding commitment to continuous learning and development
  • Believer in growth mind-set and enthusiastic to reflect and grow as a teacher via coaching and feedback.
  • Maturity, humility, strong work ethic, sense of humor, and 'can-do' attitude
  • Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Working Conditions

DSA is a Level 4 'Turnaround School.' BPE serves as the receiver and operator of the school, with terms defined by its Memorandum of Agreement with the Boston Public Schools. BPE and the school staff are accountable for meeting Measurable Annual Growth targets set by the Massachusetts Department of Elementary and Secondary Education. Teachers selected to work at DSA are members of the Boston Teachers Union (BTU), but agree to work under the terms of a site-based agreement, rather than the BPS/BTU Collective Bargaining Agreement (CBA).



Job Detailstop

Location Boston, MA, United States
Organization Type Public School
Grade Level High School
Teaching field English/Language Arts, Special Education
Experience Years 2 yrs

Location Maptop

How to Applytop

Contact Name Emily Harris
How to apply Applications are no longer accepted for this job posting.
Primary Phone 617-275-0754
Primary Fax 617-275-0775
Job Code -