Teacher - Moderate Disabilities/Learning Adapted Behavior [English 9-12] [McKinley Prep. High School

Boston, MA, US
Aug 23, 2018
Grade Level
High School
THIS IS A LONG TERM SUB POSITION that is expected to start on 09/06/2018. Please note, 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 ( http://bostonpublicschools.org/Page/1095 ).

The McKinley Schools are totally separate, therapeutically-oriented schools for students with severe behavioral, emotional, and learning disabilities. The Elementary School serves students in grades K-5, ages 5-11. The Middle School serves students in grades 5-8, ages 10-15. The High School serves students in grades 8-12, ages 14-22. This position wil focus on math and science instruction at the South End Academy site.

Boston Public Schools seeks an exceptional Special Education (SpEd) Learning Adapted Behavior (LAB) 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. This position will work with students in Grades 4-5 in a self-contained classroom.

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: Assistant Program Director Responsibilities:

1. To adapt and write curricula, in all subject areas, which will address the special needs of the students.
2. To manage student behavior utilizing prescribed approaches.
3. To maintain lesson plans and records and make required reports.
4. To serve as a Service Team Member.
5. To supervise and train an Instructional Assistant/Trainee.
6. Performs other duties as requested by the Asst. Program Director, Program Director, or Headmaster.
7. Teach: Special Education Learning Adapted Behavior Implement district learning goals and objectives, in alignment with state frameworks.
  • Provide small group instruction to students diagnosed with emotional and/or behavioral disorders to ensure understanding and progress.
  • Create structured and therapeutic learning environment that reinforces positive student behavioral expectations.
  • Write and implement goal and objectives for students Individualized Education Plan (IEP) and provide timely and consistent progress reports on student development.
  • Collect and analyze student data to assure progress and developments; Provide needed accommodations for student learning and testing when required.
  • Collaborate as a team member within school building in supporting other staff members in responding to students need for modification.
8. Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building on the strengths that students bring to the teaching/learning process and closing the achievement gap between subgroups within the school.
9. Professionalism: Model professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multi-lingual, multicultural, and economically diverse community.
10. Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.
11. Partnerships with Family: Initiate and maintain consistent communication and develop constructive partnerships with families communicating about student progress and ways the families can support the student at home.
12. Partnerships with Family and Community: Initiate and maintain consistent communication and develop constructive partnerships with community members, and agencies, building on their strengths and recognizing them as co-educators.
13. Instructional Planning and Implementation: Plan instruction and employ strategies that address the wide range of learning, behavioral, and communication styles of the student population.
  • Demonstrate cultural proficiency and use effective and culturally relevant instructional practices.
  • Integrate technology into the classroom as an instructional tool and for personal productivity.
14. Content Knowledge: Have extensive knowledge of the content including, but not limited to, key concepts and facts, relevant research, methods of inquiry, and communication styles specific to the respective discipline(s).
15. Monitoring and Assessment of Progress: Use a variety of assessment tools and strategies to gather data to monitor student mastery of instructional content, to improve instruction, and to assess the comparative performance of subgroups within the classroom.
16. Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with administrators and colleagues, monitor personal and professional growth, and pursue professional development in needed areas.


1. Experience and/or training in teaching adolescents with severe special needs, specifically emotional problems, behavior problems, and learning disabilities.
2. Expertise and experience with hands-on activities/project based learning.
3. Experience in curriculum development, case management, individualized instruction, and behavior management.
4. Hold a valid Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level, Grades PreK-8 or 5-12. 5. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified according to NCLB.
6. Ability to meet the Dimensions of Effective Teaching established by the Boston Public Schools as outlined above.
7. Education: Hold a Bachelors degree.
8. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
9. Experience teaching in an urban environment.


1. Experience teaching in urban schools.
2. Degree in special education
3. 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. Boston Public Schools Open Post: Teacher - Moderate Disabilities/[Learning Adapted Behavior ] Grades 4-5 (SEI Endorsement Required) (SY17-18)
4. 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)).
5. Other related skills (work preparation, survival skills, and physical education).
6. Meets or exceeds the BPS' Teacher Performance Standards in all performance areas.
7. Demonstrates understanding of standards-based education, including district and state content frameworks, and a mandated district-wide curriculum.

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.

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