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Boston Public Schools Teacher-English as a Second Language, [Long-Term Substitute] Gr. 9-12 (SY23-24) in Boston, Massachusetts

THIS IS A LONG TERM SUB POSITION that is expected to start on 02/15/2024 and end on 07/01/2024. 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 ( Charlestown High School seeks an exceptional math and science teacher to become a part of our Spanish SLIFE (Students with Limited or Interrupted Formal Education) Program. Students enrolled in this program are at least 2 years behind their grade level peers in language and math literacy. Students receive intensive literacy instruction and age-appropriate core content instruction in Spanish. Upon exiting this program, students are prepared to enter a Sheltered English Immersion (SEI) program. Boston Public Schools seeks an exceptional SLIFE, ENGLISH AS A SECOND LANGUAGE (ESL) 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 RESPONSIBILITIES: Teach: High Intensity Language Training (HILT) English as a Second Language in a high school setting to Students with Interrupted Foreign Education (SLIFE). Teach 1 year-long section of math, 1 year of science. Plan and deliver lessons utilizing WIDA and content standards to deliver appropriate lessons for students with ELD levels 1 and 2. Demonstrate cultural proficiency and use effective and culturally relevant instructional practices. Provide whole class and small group English as a Second Language (ESL) instruction to English Language Learners. Collaborate and communicate with the ELL student’s content teacher(s) to align instruction and support to both the ELL student’s English language development and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments). Collaborate and communicate with the school’s instructional leadership team, instructional coaches and administration to ensure ELL students receive language support and other forms of academic assistance. Prepare for and assist with organization of ELL student’s transition meetings for those ready to transition out of ELL services. Plan and deliver lessons utilizing the Massachusetts English Language Proficiency Benchmarks and Outcomes, and Boston Public School English Language Plan, and deliver appropriate lessons for varying levels of English proficiency.Demonstrate cultural proficiency and use effective and culturally relevant instructional practices.Integrate technology into the classroom as an instructional tool and for personal productivity. Demonstrate an understanding and fluency with the BPS ESL Curriculum and the Massachusetts DOE English Language Proficiency Benchmarks and Outcomes (ELPBO). Assist in administering all mandated state and local assessments for English language learners whenever appropriate. Collaborate in the writing of Individualized Learning Plans for each student. Ability to foster a relationship with students and share advisory duties with ESL/Native Literacy Teacher. Engage in regular communication with ELLs and their families. 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 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: Hold a Bachelors degree. Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level Teach literacy and numeracy in students’ native language Complete 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. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies. Able to model excellent spoken and written English for students learning English in school. QUALIFICATIONS - PREFERRED: MA license to teach math 5-12 MA SEI Endorsement or ESL license Academic Spanish fluency Experience working with SLIFE and Former SLIFE students Training in HILT for SLIFE lesson design or Mutually Adaptive Learning Paradigm (MALP). Experience teaching in an urban setting. 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: To see the bell schedule for every BPS school, go to: 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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Teacher-English as a Second Language, [Long-Term Substitute] Gr. 9-12 (SY23-24)

Job Description

Primary Location Charlestown High

Salary Range 1.0 FTE

Shift Type Traditional

Job Contact Information