Feb 07, 2024

Itinerant Early Childhood Special Educator [0.5 FTE PART-TIME] (Long Term Substitute)

  • TrulyHired
  • South Boston, Boston, MA, USA
Part-time Teaching

Job Description

THIS IS A LONG TERM SUB POSITION that is expected to start on 2/5/2024 and end on 6/30/2024. 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.

Boston Public Schools seeks an exceptional Early Childhood Special Education Teacher with an SEI endorsement 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: Assistant Director of Early Childhood Special Education, Chief of Specialized Services or Designee

The Boston Public Schools and Office of Special Education Supports and Services believe that students with disabilities can be academically and behaviorally successful in inclusive environments. The level and type of support our students with disabilities need vary based on their individualized educational plans (IEPs). As BPS strives to create more meaningful inclusive educational opportunities for our youngest learners, there is a need for co-teaching, direct service, and coaching support, for classroom staff.

The Itinerant Early Childhood Special Educator will provide support to the students who have identified disabilities and are enrolled in BPS inclusive early childhood classrooms. The services that the Itinerant Early Childhood Special Educator provides will be determined by the needs of the students and the specifications developed collaboratively by the Office of Special Education (OSE).

Supports include developing and implementing instructional strategies in academics, behavior, and/ or social skills for individual students, small groups, or the whole classroom. The Itinerant Early Childhood Special Educator will provide direct services, consultation and coaching, and identify and develop tools and other professional development resources to support schools and students.

The Itinerant Early Childhood Special Educator will work collaboratively with central and school based teams to provide direct support to general, inclusive and substantially separate classrooms that need assistance in developing and implementing instructional strategies in academics, behavior, and/ or social skills. These may vary for individual, small group, or classroom support.

The Itinerant Early Childhood Special Educator needs to have extensive experience working with young students with disabilities and implementing successful instructional, behavioral, and social-emotional strategies in a variety of educational settings.


The Itinerant Early Childhood Special Educator is responsible for:

Providing direct services and consultation to general education teachers per students' IEPs; Providing direct support to schools that are developing classroom strategies to support instructional, behavioral, and social-emotional challenges in individual classrooms; Collaboratively developing or strengthening classroom/school/program implementation of the MTSS framework; Providing support in ABA and PBIS strategies; Providing instructional support in Universal Design for Learning; Modeling and coaching on addressing challenging behaviors such as high intensity chronic behaviors, physical aggression, self injurious behaviors, classroom disruption; Supporting schools and classrooms with the development of a Functional Behavior Analysis and the implementation of a Behavior Support Plan; Providing intensive intervention and support sessions for classroom based staff; Developing an understanding of the supports schools and classrooms need and work collaboratively with central office staff, including general education partners to develop and deliver these supports; Working collaboratively to design and deliver professional learning experiences for school leaders, teachers and paraprofessionals based upon an understanding of the areas of support needed in each school/program; Engaging in ongoing professional learning; Working collaboratively with central office personnel to ensure that all students have equal access to the support and services they need to attain academic success; Completing other tasks as requested by the Executive Director of Special Education and Student Services.

Core Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Capital has identified priority skills and abilities that all BPS SSIP should demonstrate.
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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)
  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.

Cultural Proficiency
(II-C-1. Respects Differences, II-C-2. Maintains a 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, III-B-2. Collaboration)
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)
  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
  • Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
  • Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Required Qualifications
  • Experience teaching students with special needs, ideally in an inclusion setting.
  • Experience delivering these support services to students with disabilities.
  • Ability to meet the BPS Standards of Effective Practice as outlined above.
  • Possess a minimum of five years of experience as a Special Education teacher in a large urban district ;
  • Demonstrate experience in culturally and linguistically responsive practices;
  • Experience with problem solving complex cases;
  • Demonstrate experience with and a strong understanding of the Focus on Early Learning Curriculum and UDL;
  • Demonstrate capability to work collaboratively with central office and school administrators, direct service providers, families, students, and outside partners;
  • Demonstrate the ability to assess and address the academic and behavioral needs of students;
  • Ability to effectively communicate how to design rigorous age-appropriate instruction that incorporates engagement methods and access for the diverse needs of BPS classrooms, such as Universal Design for Learning and differentiated instruction as well as interventions;
  • Have reliable transportation (public or private) in order to travel between school buildings
  • Be authorized to work in the United States (candidates must have such authorization by their first day of employment).

Preferred Qualifications
  • Early Childhood Educator
  • Holds a Moderate or Severe Disabilities License from the State of Massachusetts.
  • Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
  • Master's Degree in special education or an appropriately related field.
  • Experience in the Boston Public Schools.
  • Experience working in urban public schools.
  • 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.

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