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paraprofessional sped sub sep aide lab cluster snowden sy26 27

Boston Public Schools

<div>Job Title: Paraprofessional 
Reports to: Principal/Head of School 
General Description and Goals:
Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. 
Responsibilities<ul><li>
Supports direct instruction to children individually, in small groups, and in classroom settings</li><li>
Provides assistance with classroom activities.</li><li>
Prepares instructional materials.</li><li>
Assists in classroom set up and clean up.</li><li>
Manages individual and classroom behavior, using prescribed approaches.</li><li>
Supervises students on field trip activities.</li><li>
Performs other related duties as requested by Head of School/Principal.</li></ul> 
Qualifications - Required:<ul><li>
Education: High School Diploma or GED.</li><li>
Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).</li><li>
Minimum of two years experience working with young children.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul>
Qualification - Preferred:<ul><li>
Associate's or Bachelor's Degree.</li><li>
Certification as a teacher or license as a social worker.</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, Paraprofessional hourly rate 
Please refer to the BPS website 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>

Paraprofessional [Sped Sub/Sep. Aide, Lab Cluster] - [Snowden] (SY26-27)

<div>Reports to: Principal/Head of schools 
General Description and Goals:
Security Paraprofessional will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Security Paraprofessional will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. 
Responsibilities 
The primary responsible of the Security Paraprofessional is to maintain the safety and security of school hallways, classrooms, common areas and school grounds.<ul><li>
Assist in the arrival and dismissal of students.</li><li>
Manage PM detention hall.</li><li>
Monitor the front door and visitor pass program.</li><li>
Unlock lavatories and maintain a log of student use.</li><li>
Perform other related duties as requested by the Headmaster.</li></ul> 
Qualifications - Required:<ul><li>
Education: High School Diploma or GED</li><li>
Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).</li><li>
Minimum of two years experience working with young children</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul> 
Qualifications - Preferred:<ul><li>
Associate's or Bachelor's Degree.</li><li>
Experience working with adolescents.</li><li>
Experience working in a multi-cultural/multi-ethnic setting.</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, Paraprofessional Unit, Contractual hourly rate 
Please refer to the BPS website 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>

Security Paraprofessional - [Mattahunt Elementary] (SY26-27)

Security Paraprofessional - [Brighton High School] (SY26-27)

<div>
 
 THIS IS A LONG-TERM SUB POSITION that is expected to start on 03/27/2026 and end on 06/22/2026. 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
 
 Elementary and English as a Second Language Specialist
 
 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.
 
 
 NOTE: This position likely is not assigned to a homeroom and instead covers for P&amp;Ds (also known as &ldquo;planning periods&rdquo;) for homeroom teachers, providing additional content support to supplement the lessons in their homeroom.
 
 
 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/Head of School
 
 
 
 Responsibilities:
 
 Elementary Teacher in an SEI setting
 
 
 <ul>
 <li>
 Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas.
 </li>
 <li>
 Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
 </li>
 <li>
 Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
 </li>
 <li>
 Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
 </li>
 <li>
 Administer district mid-year and end-of-year assessments in accordance with district guidelines.
 
 
 </li>
 </ul>
 
 Core Competencies:
 
 Using the Rubric of Effective Teaching, the Office of Human Resources 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 the belief that all students can master challenging material through effective effort
 </li>
 <li>
 Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
 </li>
 <li>
 Passionate and optimistic about their students, their content, and the teaching profession
 </li>
 <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 the content area and the pedagogy it requires
 </li>
 <li>
 Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards
 </li>
 <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 rigorous academic work
 </li>
 <li>
 Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
 </li>
 <li>
 Builds a productive learning environment where every student participates and is valued as part of the class community
 </li>
 <li>
 Cultural Proficiency
 
 
 </li>
 </ul>
 
 (II-C-1. Respects Differences, II-C-2. Maintains a 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)
 
 
 
 <ul>
 <li>
 Engages with families and builds collaborative, respectful relationships with them in service of student learning
 </li>
 <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 and commitment to continuous learning and development
 </li>
 <li>
 Seeks to participate in and contribute to a collaborative adult learning community.
 
 
 </li>
 </ul>
 
 Qualifications - Required
 
 
 
 <ul>
 <li>
 Education: Hold a Bachelor&rsquo;s degree.
 </li>
 <li>
 Hold a Massachusetts Teaching License in Elementary 1-6 and English as a Second Language.
 </li>
 <li>
 Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
 </li>
 <li>
 Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
 </li>
 <li>
 Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
 
 
 </li>
 </ul>
 
 Qualification - Preferred
 
 
 
 <ul>
 <li>
 Experience teaching in urban schools.
 </li>
 <li>
 Degree in Education.
 </li>
 <li>
 Dual licensure in Moderate Disabilities.
 </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>
 <li>
 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)).
 
 
 </li>
 </ul>
 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.
 
 
 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 - Elementary and English as a Second Language Specialist, Grades 1-6 (Long Term Sub) (SY25-26)

Paraprofessional [Sped Sub/Sep. Aide, Lab Cluster] - [Ellis Elementary] (SY26-27)

Paraprofessional [Sped Sub/Sep. Aide, Lab Cluster, Gr. 7-12] - [English High] (SY26-27)

Boston University

<div>The Assistant CReM Lab Manager role is ideal for recent graduates looking to gain hands-on experience in biomedical research operations. This position supports the day-to-day management of a large, collaborative stem cell research lab by helping to maintain laboratory safety, organization, and compliance.

You'll work closely with researchers and staff to ensure that essential lab functions run smoothly making it a strong steppingstone for those considering research, biotech, or graduate school paths.

Key Responsibilities:
<ul>
<li>Perform daily lab upkeep tasks including checking deliveries, restocking supplies, disposing of lab waste, and maintaining tissue culture (TC) room readiness.</li>
<li>Assist with weekly equipment maintenance: cleaning TC hoods and incubators, autoclaving materials, flushing eyewash stations, and updating cleaning logs.</li>
<li>Help manage shared reagents and supplies; aliquot materials and coordinate fridge and freezer storage.</li>
<li>Support basic training, onboarding tours, and serve as a point of contact when the lab manager is away.</li>
<li>Contribute to ongoing safety and compliance projects (e.g., chemical inventory audits, equipment calibration coordination, lab safety preparations).</li>
<li>Respond to minor lab emergencies and help maintain shared community and break spaces.</li></ul> 


Ideal Candidate Will Have:
<ul>
<li> A recent bachelor's degree in biology, biomedical engineering, biochemistry, or a related field. Some prior lab experience (through coursework, internships, or research).</li>
<li>Excellent organization, communication, and time management skills.</li>
<li>A proactive mindset and willingness to learn on the job. Interest in lab management, research support, or scientific operations.</li>
<li>Why Join Us? You'll be part of a dynamic and supportive team at the forefront of regenerative medicine research, gaining valuable experience in lab operations, compliance, and scientific collaboration.</li>
<li>This is a great opportunity for graduates interested in applying to research jobs, biotech roles, or graduate/professional programs. Contact: millergr@bu.edu</li></ul> 
 
 
Required Skills 
Bachelor's degree, or equivalent, with 0-12 moths of experience.<div> 
</div>
<div>We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, natural or protective hairstyle, religion, sex, age, national origin, physical or mental disability, sexual orientation, gender identity, genetic information, military service, pregnancy or pregnancy-related condition, or because of marital, parental, or veteran status. We are a VEVRAA Federal Contractor.</div></div>

LABORATORY TECHNICIAN, School of Medicine, Center for Regenerative Medicine

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