Qureos Mentor

Boston Public Schools

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 06/18/2026. Please note that 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional SPECIAL EDUCATION ABA (Applied Behavior Analysis) Strand 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: School Principal 
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: 
<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models</li></ul>
the belief that that all students can master challenging material through effective effort<ul><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes</li></ul>
ownership of making necessary adjustments to instruction to reach goals despite setbacks<ul><li>
Passionate and optimistic about their students, their content, and the teaching profession</li></ul> 
<ul><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires</li><li>
Demonstrates understanding for how the subject matter applies in real-world settings and</li></ul>
connects to other content areas and relevant standards<ul><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and</li></ul>
rigorous academic work<ul><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and</li></ul>
facilitate equitable, active student participation<ul><li>
Builds a productive learning environment where every student participates and is valued as part</li></ul>
of the class community 
<ul><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds,</li></ul>
identities, strengths, and challenges are respected 
<ul><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of</li></ul>
student learning 
<ul><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self awareness</li></ul>
and commitment to continuous learning and development<ul><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul> 
QUALIFICATIONS - REQUIRED: 
<ul><li>
Meet all state and federal guidelines in order to be fully licensed and &ldquo;Highly Qualified&rdquo;.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Hold a Bachelor's degree</li><li>
Current authorization to work in the United States - Candidates must have such authorization by</li></ul>
their first day of employment. 
QUALIFICATIONS - PREFERRED: 
<ul><li>
Experience teaching in urban schools.</li><li>
Hold a Massachusetts Teaching License in Moderate/Severe Disabilities (All Levels).</li></ul> 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Teacher - Substantially Separate Applied Behavior Analysis (ABA) Strand (Long Term Sub) - SY25-26

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 11/12/2025 and end on 11/26/2025. Please note that 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 BTU Specialist will provide support to the students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS). 
Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSS 
Responsibilities<ul><li>
Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE</li><li>
Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans</li><li>
Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators</li><li>
Provide case management and liaison with other schools, district, and community-based providers</li><li>
Participate as members of Service Teams and Evaluation Teams</li><li>
Provide consultation and professional development to colleagues</li></ul> 
Core Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate. 
<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul>
(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)<ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
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.</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
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.</li><li>
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.</li></ul> 
Qualifications - Required<ul><li>
Board Certification as a Behavior Analyst (BCBA).</li><li>
Holds a Moderate or Severe Disabilities License from the State of Massachusetts.</li><li>
Experience delivering these support services to students with disabilities.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li></ul> 
Qualification - Preferred<ul><li>
Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.</li><li>
Master&rsquo;s Degree in special education or an appropriately related field.</li><li>
Experience in the Boston Public Schools.</li><li>
Experience working in urban public schools.</li><li>
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, &amp; Somali.</li></ul> 
Terms: BTU, Group I 
Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) 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 &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Specialist (BTU), ABA Strand [BCBA Required] (Long Term Substitute) (SY25-26)

Join Boston Public Schools and explore 2   exciting career opportunities. They're hiring for various roles with options for remote or on-site work. Apply today and become part of their innovative team.

Boston Public Schools

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Teacher - Substantially Separate Applied Behavior Analysis (ABA) Strand (Long Term Sub) - SY25-26

Specialist (BTU), ABA Strand [BCBA Required] (Long Term Substitute) (SY25-26)