***This position is to cover a one year leave from September 2018 - June 2019***

The Boston Teachers Union Pilot School seeks an exceptional Special Education (Grade 4/5 Substantially Separate, Cognitive Impairment Strand) Long-Term Substitute Teacher who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. Candidates who hold a Moderate Special Education License and an ESL License are encouraged to apply. This is an exciting opportunity for a teacher who desires to serve where their efforts matter.

This position will entail differentiated instruction in Reader's and Writer's Workshop, Guided Reading, TouchMath, Open Circle and Foss Science Kits. Teachers who apply will have to implement Beginning, Middle and End of Year Assessments, writing IEPs and progress reports and complete MCAS Alternative Portfolios for qualifying students.

Good two-way communication between families and schools is necessary for our students' success. In this role, the teacher will be required to communicate and engage with families through personal contact; with conferences, telephone calls, text messages, and curriculum nights or open houses.

The BTU School, founded in 2009, seeks to educate students to high standards and help them reach their educational potential and become capable, caring, engaged citizens. We aim to provide all students with a rigorous and wide ranging liberal arts education in an inclusive, democratic, nurturing and safe environment that welcomes families and capitalizes on the expertise of excellent teachers.

We are a Teacher-Run Shared Leadership School in which every adult shares responsibility for the success of every child as well as the decision making process of our school. We believe that unleashing the potential of teachers is the best way to provide a wide-ranging, high quality education to all of our scholars.

Boston Public Schools seeks an exceptional SPECIAL EDUCATION/MODERATE DISABILITIES SAR 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: 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:

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 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

1. 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

1. 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

1. 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

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

1. 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:

1. Hold a Massachusetts Teaching License in Moderate Disabilities (6-8 Levels).
2. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified".
3. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
4. Hold a Bachelors degree
5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

QUALIFICATIONS - PREFERRED:

1. Experience teaching in urban schools.

Terms: BTU, Group I

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

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.