sales manager ii

Ferrotec

<div>
 
 
 WHO WE ARE
 
 
 
 Together we are a world-class diversified manufacturer with a commitment from our team to proudly provide pure precision solutions to our customers, delivering superior quality, value, and service.
 
 
 Ferrotec (USA) Corporation is a technology company with a worldwide presence in a broad array of end products, manufacturing systems, and industries serving primarily the semi-conductor industry. We provide our customers with advanced material, component, system, and manufacturing solutions. Please visit www.ferrotec.com for a list of office locations.
 
 
 
 
 
 HOW YOU MAKE AN IMPACT
 
 
 
 The Sales Manager is responsible for driving revenue growth through a dual focus on developing new business and expanding existing customer accounts within an assigned territory, product line, or customer segment. This role combines the responsibilities of account manager, project coordinator, and business developer&mdash;managing the full customer lifecycle from lead generation and solution development through closing and post-sale support. Success in this position requires proactive prospecting, relationship building, cross-functional coordination, and a high degree of ownership for both customer satisfaction and long-term commercial outcomes. The Sales Manager serves as the primary commercial point of contact and is expected to contribute significantly to strategic growth initiatives.
 
 
 
 
 
 WHAT SUCCESS LOOKS LIKE
 
 
 <ul>
 <li>
 Drive top-line revenue growth by identifying, pursuing, and securing new business opportunities.
 </li>
 <li>
 Act as the primary owner for assigned accounts, managing both customer relationships and internal coordination to ensure successful delivery and long-term value.
 </li>
 <li>
 Perform both outbound and inbound sales development activities, including lead qualification, outreach, and conversion.
 </li>
 <li>
 Develop and execute territory, account, and opportunity-level sales strategies to meet or exceed assigned targets.
 </li>
 <li>
 Create tailored proposals and manage the full sales process through to contract closure.
 </li>
 <li>
 Collaborate with internal teams&mdash;including Engineering, Operations, Product Management, and Marketing&mdash;to develop solutions that align with customer needs.
 </li>
 <li>
 Coordinate internal resources to support delivery, technical discussions, and ongoing customer support as needed.
 </li>
 <li>
 Maintain accurate forecasts and reporting on pipeline, revenue, and product mix performance.
 </li>
 <li>
 Monitor market trends and competitive activity; provide insights to support product positioning and development.
 </li>
 <li>
 Represent the company at customer meetings, trade shows, and industry events.
 </li>
 <li>
 Lead or support continuous improvement initiatives within the commercial organization.
 </li>
 <li>
 Perform other related duties as assigned.
 </li>
 </ul>
 
 
 Not a comprehensive list of duties. Duties may change without notice at management&rsquo;s sole discretion
 
 
 
 
 
 
 WHAT YOU NEED TO BE SUCCESSFUL
 
 
 <ul>
 <li>
 Bachelor&rsquo;s degree or equivalent combination of education and experience.
 </li>
 <li>
 Minimum of 6 years of professional experience, including 5+ years in sales, account management, or business development of technical products or solutions.
 </li>
 <li>
 Proven ability to generate new business and manage the full sales cycle independently.
 </li>
 <li>
 Strong interpersonal and communication skills, with the ability to build trust and rapport across technical and commercial stakeholders.
 </li>
 <li>
 Highly organized, with strong project management skills and attention to detail.
 </li>
 <li>
 Experience using CRM systems and standard business tools (e.g., Microsoft Office Suite).
 </li>
 <li>
 Strong analytical and forecasting skills.
 </li>
 <li>
 Self-starter with high ownership mentality and a results-driven approach.
 </li>
 <li>
 Willingness to travel domestically and internationally as needed.
 </li>
 </ul>
 
 
 
 
 PERKS OF JOINING OUR TEAM
 
 
 
 With positive values, a productive atmosphere and a commitment to excellence, Ferrotec encourages employees to maximize and realize their potential.
 
 
 The salary range is included in this job posting is relevant to applicants that reside or work in the San Jose, CA area only
 
 .
 
 Salary offers will depend on a your experience, knowledge, skills, education, and location. Actual salary may vary due to these and other factors.
 
 
 Ferrotec is proud to offer Competitive Benefits Package including Medical, Dental, Vision, Life &amp; Disability, 401K Matching, Flexible Work Hours, Tuition Reimbursement, Leadership Development, Travel and Hotel Discounts, Paid Time Off , Sick &amp; Wellness and Volunteer Time, Employee Recognition Program, Employee Engagement &amp; Appreciation Events hosted throughout the year. Virtual Wellness Activities and Classes available to all employees &amp; family members and Much More!
 
 
 
 
 
 We would love to get to know you better and you get to know us better! You can easily apply!
 
 
 
 
 
 We are proud to be an Equal Opportunity and Affirmative Action employer, and consider qualified applicants without regard to race, color, creed, religion, ancestry, national origin, sex, sexual orientation, gender identity, age, disability, veteran status or any other protected factor under federal, state or local law.
 
</div>

Sales Manager II

Boston Public Schools

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 12/11/2025 and end on 02/09/2026. 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 Mathematics 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: Principal/Head of School 
Responsibilities 
Teach: Mathematics in an SEI setting 
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's degree.</li><li>
Hold a Massachusetts Teaching License in Mathematics at the appropriate grade level and either an SEI endorsement or dual certification in ESL.</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>
Qualifications - Preferred<ul><li>
Experience teaching in urban 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><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>
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>

Teacher - Mathematics, Gr. 7 (Long-Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/12/2026 and end on 02/23/2026. 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 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: Principal/Head of School 
Responsibilities 
Teach: Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.</li></ul>
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 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 Level: Hold a Bachelor&rsquo;s degree.</li><li>
Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level.</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> 
Qualifications - Preferred<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education</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 &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>

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 1 (Long-Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 03/09/2026 and end on 06/08/2026. 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 [Inclusion] 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: Principal/Head of School 
Responsibilities<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.</li><li>
Provide assistance for students transitioning to adult living services where appropriate.</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's degree.</li><li>
Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.</li><li>
Hold either ESL License at the appropriate level or SEI Endorsement.</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>
Qualifications - Preferred<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education.</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> 
Terms: 
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>

Teacher - Moderate Disabilities/[Inclusion] (Long Term Substitute) (SY25-26)

<div>THIS IS AN ANTICIPATED LONG-TERM SUB POSITION that is expected to start on 1/5/2026 and last until the end of the school year. 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). 
This position is located in a Spanish/English dual language school, so candidates must be bilingual and bi-literate in [Spanish]. An English as a Second Language license at the appropriate level is highly preferred. 
Boston Public Schools seeks an exceptional Dual Language Spanish/Early Childhood 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/Head of School 
Responsibilities
Teach: Early Childhood in a Dual Language Setting<ul><li>
Creatively provide an interdisciplinary course of study that integrates reading, writing, and 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: 
1. Accountability for Student Achievement
(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></ul>
2. Communicating Content Knowledge
(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></ul>
3. Equitable &amp; Effective Instruction
(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></ul>
4. Cultural Proficiency
(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></ul>
5. Parent/Family Engagement
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li></ul>
6. Professional Reflection &amp; Collaboration
(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 Early Childhood PreK-2</li><li>
Hold a Bilingual Education Endorsement. Please note, a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the Department shall be deemed the equivalent of the Bilingual Education Endorsement.</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> 
Qualifications-Preferred<ul><li>
Experience teaching in urban schools.</li><li>
Dual certification in ESL.</li><li>
Degree in Education</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 &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
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&rsquo; dignity or interferes with their ability to learn or work.</div>

Teacher - Dual Language [Spanish] Early Childhood, Gr. K2 (Bilingual Education Endorsement Required) (Long Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 02/23/2026. 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 SPECIAL EDUCATION (SpEd) 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: Principal/Headmaster 
RESPONSIBILITIES: 
Teach: Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.</li></ul>
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 the belief that 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></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 connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li></ul> 
<ul><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></ul> 
<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, identities, strengths, and challenges are respected</li></ul> 
<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 student learning</li></ul> 
<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 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 Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level.</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> 
QUALIFICATIONS__PREFERRED:<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education</li><li>
BPS values linguistic diversity and believe 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> 
TERMS: BTU, Group I 
Please refer to www.bostonpublicschools.org/ohc (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. To learn more about ELT at BPS and whether or not this school is a &quot;Schedule A&quot; ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year. 
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&rsquo; dignity or interferes with their ability to learn or work.</div>

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 5 (Long-Term Substitute) (SY25-26)

Boston Medical Center

<div>POSITION SUMMARY: 
The Applications Analyst II is a business specialist and technology generalist responsible for aligning technology solutions with business strategies. The Applications Analyst II is responsible for proactively identifying opportunities to apply technologies to business processes by informing and advising customers on information system technologies' functionality, costs, benefits, and implementation requirements. The Applications Analyst II functions as technical liaison and broker of services with various vendors. 
The Applications Analyst II must develop and maintain credibility and effective working relations with internal customers, IT personnel, and vendors. The Applications Analyst II must demonstrate an understanding of business problems, as well as IT strategies, issues, and priorities. This position requires forward-thinking individuals who seek opportunities to apply technology to improving business processes within strategic system goals and recommend updates or enhancements that could benefit the business based on technology trends and best practices.
Department: Research Information Systems
Schedule: Full Time
Location: Remote
JOB REQUIREMENTS
EDUCATION:
Associate's degree (or equivalent combination of formal education and experience) or Bachelor's degree (preferred) in one of the following (or related) fields: Computer Science, Information Technology (IT), Management Information Systems (MIS), Business Administration
EXPERIENCE:
Requires at least 2 + years relevant experience in either of the following: Business systems analysis, preferably across multiple hardware and software platforms or Business unit experience that includes working closely with IT in the development and implementation of systems.
KNOWLEDGE AND SKILLS:
Knowledge of the assigned business area's products and processes, including:
Working closely with business stakeholders to understand their needs, challenges, and objectives. 
Gathering and analyzing requirements for new software applications or enhancements to existing ones. 
Strong technical knowledge and ability to express complex technical concepts in terms that are understandable to the business, while also translating business needs to technical requirements for developers. 
Understanding of project management concepts in planning and implementing multiple projects in a cross functional environment. 
Strong written communication skills, including creating and maintaining project documentation and technical writing - this includes, but is not limited to, system documentation, user manuals, and training materials. 
Strong verbal communication skills while interacting with team members, other teams in the IT department, end users, and/or other departments throughout the organization 
Strong analytical and conceptual skills; a demonstrated record of accomplishment in new concept development for various projects and complex technical plans. 
Testing and Implementation: Involved in testing applications to ensure they function as expected, meet quality standards, and satisfy user requirements. This includes unit testing, integration testing, system testing, and user acceptance testing (UAT). Assist in the deployment or rollout of new applications or updates. 
Troubleshooting and Support: Post-deployment, providing ongoing support, troubleshooting any issues that arise with the application. Ability to solve complex technical issues often spanning multiple environments in a business area - which may involve debugging software, enhancing functionality, or optimizing performance. 
Understanding of how IT affects an organization and ability to link it to current and redesigned business processes 
Ability to be a team player: flexible, friendly, congenial, and enthusiastic. 
Proficiency in Microsoft Office products 
Additional Job Description:<ul>
<li>
Previous experience providing IT Support for a Research Administration/Operations business area</li>
<li>System Administration experience with these software applications is a significant plus: InfoEd [Electronic Research Administration] and WCG Velos [Clinical Trial Management System];</li>
<li>Knowledge of these systems: Epic, ClinCard, Info</li>
<li>Advanced knowledge of MS Excel with experience in analyzing and reporting on large data sets</li>
<li>Advanced knowledge MS Visio for process flow visualization and development</li>
<li>Previous experience in business process re-engineering or process improvement involving broad-based information systems and utilizing tools and techniques to effect business change.</li>
<li>Previous experience working with and/or designing systems integrations and interfaces.</li>
<li>Experience in organizing, planning, and executing projects from vision through implementation, involving internal personnel, contractors, and vendors.
</li><li>HL7 knowledge</li>
</ul>
Compensation Range:
$66,500.00- $96,500.00
This range offers an estimate based on the minimum job qualifications. However, our approach to determining base pay is comprehensive, and a broad range of factors is considered when making an offer. This includes education, experience, skills, and certifications/licensures as they directly relate to position requirements; as well as business/organizational needs, internal equity, and market-competitiveness. In addition, BMCHS offers generous total compensation that includes, but is not limited to, benefits (medical, dental, vision, pharmacy), discretionary annual bonuses and merit increases, Flexible Spending Accounts, 403(b) savings matches, paid time off, career advancement opportunities, and resources to support employee and family well-being.
NOTE: This range is based on Boston-area data, and is subject to modification based on geographic location.
Equal Opportunity Employer/Disabled/Veterans
According to the FTC, there has been a rise in employment offer scams. Our current job openings are listed on our website and applications are received only through our website. We do not ask or require downloads of any applications, or &ldquo;apps&rdquo; job offers are not extended over text messages or social media platforms. We do not ask individuals to purchase equipment for or prior to employment.</div>

Applications Analyst II

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