software engineer

software engineer ii devx

Klaviyo

<div><div>At Klaviyo, we value the unique backgrounds, experiences and perspectives each Klaviyo (we call ourselves Klaviyos) brings to our workplace each and every day. We believe everyone deserves a fair shot at success and appreciate the experiences each person brings beyond the traditional job requirements. If you're a close but not exact match with the description, we hope you'll still consider applying. Want to learn more about life at Klaviyo? Visit careers.klaviyo.com to see how we empower creators to own their own destiny.</div>
Klaviyo is growing fast and we have openings for all skill levels across all of our teams. Learn more about our engineering culture at https://klaviyo.tech

We love tackling tough engineering problems and look for Engineers who specialize in certain areas but are passionate about building, owning &amp; scaling features end to end from scratch and breaking through any obstacle or technical challenge in their way. We push each other to move out of our comfort zone, learn new technologies and work hard to ensure each day is better than the last.

Klaviyo operates a real-time data platform coded in Python built for massive scale on Amazon Web Services (AWS). Engineers come to Klaviyo with experience in a variety of languages and from a number of disciplines.

Team Overview:

DevX is a hybrid product&ndash;platform team focused on empowering external developers and partners by supporting applications they build on top of Klaviyo's Public APIs and features. Examples of these areas of ownership include:
<ul>
<li>our Application directory, which is used to promote and allow Klaviyo customers to discover applications that they can enable for their account</li>
<li>the self-serve application process for a Partner to submit an Application and the ability for Klaviyo staff to review and approve an Application</li>
<li>API Analytics is a system used by developers and partners to diagnose issues in their applications and understand their API usage. It is powered by a near real&ndash;time data pipeline that processes over 160,000 events per second.</li>
<li>Autogenerated API docs, SDKs, CLIs &amp; MCP servers</li>
</ul>
Responsibilities:

You will have an opportunity to make a major impact on the direction and priorities of the team.

As an engineer on this team, you will work on Klaviyo's app marketplace, application publishing workflows, and the developer-facing tools and systems that support our app ecosystem. Additional responsibilities include providing quality PR reviews for our code-owned areas of the application, collaborating with product owners and providing technical expertise on upcoming Product Specifications, and participating in the definition of well-defined, estimated, and planned scopes of work.

Required Skills:
<ul>
<li>3-5+ years of experience in a software engineering discipline</li>
<li>Experience with full stack application development</li>
<li>Experience working with both monolithic and microservices architectures</li>
<li>Experience with CI/CD pipelines</li>
<li>Experience debugging performance issues and improving application performance</li>
</ul>
Team Tech Stack:
<ul>
<li>Python</li>
<li>Django REST Framework, Django, fastAPI</li>
<li>React, React Query</li>
<li>MySQL / postgreSQL</li>
<li>DocumentDB</li>
<li>Clickhouse</li>
<li>JSON Forms</li>
<li>Redis</li>
<li>Memcached</li>
<li>RabbitMQ / Celery / Apache Pulsar</li>
</ul>
Preferred Skills:
<ul>
<li>Experience working with Service Oriented Architecture (preferably in Python)</li>
<li>Experience working with RESTful applications/APIs/gRPC</li>
</ul><div>
Get to Know Klaviyo

We're Klaviyo (pronounced clay-vee-oh). We empower creators to own their destiny by making first-party data accessible and actionable like never before. We see limitless potential for the technology we're developing to nurture personalized experiences in ecommerce and beyond. To reach our goals, we need our own crew of remarkable creators&mdash;ambitious and collaborative teammates who stay focused on our north star: delighting our customers. If you're ready to do the best work of your career, where you'll be welcomed as your whole self from day one and supported with generous benefits, we hope you'll join us.

AI fluency at Klaviyo includes responsible use of AI (including privacy, security, bias awareness, and human-in-the-loop). We provide accommodations as needed.

By participating in Klaviyo's interview process, you acknowledge that you have read, understood, and will adhere to our Guidelines for using AI in the Klaviyo interview Process. For more information about how we process your personal data, see our Job Applicant Privacy Notice. 

Klaviyo is committed to a policy of equal opportunity and non-discrimination. We do not discriminate on the basis of race, ethnicity, citizenship, national origin, color, religion or religious creed, age, sex (including pregnancy), gender identity, sexual orientation, physical or mental disability, veteran or active military status, marital status, criminal record, genetics, retaliation, sexual harassment or any other characteristic protected by applicable law.
<div>
<div><div><div><div><div><div><div><div><div><div><div>IMPORTANT NOTICE: Our company takes the security and privacy of job applicants very seriously. We will never ask for payment, bank details, or personal financial information as part of the application process. All our legitimate job postings can be found on our official career site. Please be cautious of job offers that come from non-company email addresses (@klaviyo.com), instant messaging platforms, or unsolicited calls.</div>
<div></div>
<div>By clicking &quot;Submit Application&quot; you consent to Klaviyo processing your Personal Data in accordance with our Job Applicant Privacy Notice. If you do not wish for Klaviyo to process your Personal Data, please do not submit an application. You can find our Job Applicant Privacy Notice here and here (FR).</div></div></div></div></div></div></div></div></div></div></div></div></div></div><div></div>

Software Engineer II Devx

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

Boston Public Schools

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 01/27/2026. 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 Physical Education 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: Physical Education 
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: Hold a Bachelor's degree.</li><li>
Hold a Massachusetts Teaching License in Physical Education at the appropriate 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>
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 - Physical Education, Gr. K1-5 [Part Time 0.6 FTE] (Long Term Sub) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 6/22/26. 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 Early Childhood 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: Early Childhood 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 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 Level: Hold a Bachelor's degree.</li><li>
Hold a Massachusetts Teaching License in Moderate Disabilities (PK-8) AND Early Childhood</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>
Either SEI Endorsement OR ESL License (PK-6).</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 - Early Childhood and Moderate Disabilities/Inclusion, Gr. K1 (Long Term Substitute) (SY25-26)

Snyk

<div>
 Snyk is the leader in secure AI software development, helping millions of developers develop fast and stay secure as AI transforms how software is built. Our AI-native Developer Security Platform integrates seamlessly into development and security workflows, making it easy to find, fix, and prevent vulnerabilities &mdash; from code and dependencies to containers and cloud.
 
 
 Our mission is to empower every developer to innovate securely in the AI era &mdash; boosting productivity while reducing business risk. We&rsquo;re not your average security company - we build Snyk on One Team, Care Deeply, Customer Centric, and Forward Thinking.
 
 
 It&rsquo;s how we stay driven, supportive, and always one step ahead as AI reshapes our world.
 
 
 
 Why this role?
 
 
 
 As a
 
 Software Engineer
 
 , you&rsquo;ll play a key role in shaping how modern organizations build and secure software at scale. You&rsquo;ll join a collaborative, forward-thinking team and help drive our mission to embed security into every part of the
 
 AI-native development lifecycle
 
 .
 
 
 As a part of our teams you&rsquo;ll have the opportunity to make an impact on a wide range of projects, from mastering existing services to building new, cutting-edge features. Your contributions will directly impact the success of our products and the security of millions of developers worldwide.
 
 
 
 Our Opportunity
 
 
 
 As a Software Engineer at Snyk, you'll be at the forefront of building the future of application security. You&rsquo;ll be challenged to create high-performance, reliable, and scalable services while collaborating closely with cross-functional teams. We&rsquo;re looking for individuals who are passionate about crafting exceptional software and solving complex problems.
 
 
 
 You&rsquo;ll Spend Your Time
 
 
 
 <ul>
 <li>
 Analyzing, designing and implementing high-quality solutions to problems with well-tested, maintainable code.
 </li>
 <li>
 Building systems with the long-term in mind, focusing on good design, robust testing, and sustainability from the perspective of cost and scale.
 </li>
 <li>
 Supporting our customers by resolving bugs and customer support escalations.
 </li>
 <li>
 Communicating thoughtfully, kindly and clearly, both verbally and in the written form.
 </li>
 <li>
 Owning decisions throughout the technical process while working directly with other teams or functions across technical and non-technical domains.
 </li>
 <li>
 Playing an active part in a Snyk engineering team by working collaboratively with others. Ask questions to learn from others and improve existing skills.
 
 
 </li>
 </ul>
 
 What You&rsquo;ll Need
 
 
 
 <ul>
 <li>
 At least 3 years of commercial experience as a Software Engineer.
 </li>
 <li>
 Experience in software systems design, and familiarity with fundamental computer science concepts (algorithms, complexity, data structures).
 </li>
 <li>
 Proficiency in at least one of our core programming languages (Go, TypeScript or Python), and a willingness and enthusiasm for learning new languages and technologies.
 </li>
 <li>
 Experience in at least one of:
 </li>
 <ul>
 <li>
 Building highly reliable, scalable microservice back-ends for web APIs or applications, or other types of large-scale, high reliability systems.
 </li>
 <li>
 Building web UIs, CLIs or APIs for use by other engineers.
 </li>
 <li>
 Building infrastructure or platform automation, or observability or release tools.
 </li>
 </ul>
 <li>
 Demonstrable skill in effective software testing.
 </li>
 <li>
 Strong commitment to code quality, and the value of giving and receiving feedback through code reviews.
 </li>
 <li>
 Ability to deal with ambiguity, and respond with agility when requirements and priorities change.
 </li>
 <li>
 Effective communicator both verbally and in writing.
 
 </li>
 </ul>
 
 We&rsquo;d Be Lucky If You
 
 
 
 <ul>
 <li>
 Able to work collaboratively, are curious and have a growth mindset.
 </li>
 <li>
 Feed off complex technical problems and find solutions where others see roadblocks.
 </li>
 <li>
 Embrace challenges and learn from them.
 
 
 </li>
 </ul>
</div>

Software Engineer

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 02/16/2026. 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 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/Head of school 
Responsibilities 
Teach: English as a Second Language:<ul><li> 
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.</li><li>
Collaborate and communicate with the students&rsquo; content teacher(s) to align instruction and support to both the students&rsquo; English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).</li><li>
Collaborate and communicate with the school&rsquo;s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.</li><li>
Assist with the oversight and delivery of ACCESSadministration.</li><li>
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.</li><li>
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.</li><li>
Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.</li><li>
Integrate technology into the classroom as an instructional tool and for personal productivity.</li><li>
Demonstrate an understanding of and fluency using WIDA&rsquo;s ELD Standards Framework and Can Do Descriptors.</li><li>
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.</li><li>
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.</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 Level: Hold a Bachelor's degree.</li><li>
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.</li><li>
Complete state and federal guidelines in order to be fully licensed and &ldquo;Highly Qualified.&quot;</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><li>
Able to model excellent spoken and written English for students learning English in school.</li></ul>
Qualifications - Preferred<ul><li>
Experience teaching in an urban 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, Cabo Verdean Creole, Haitian Creole, 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 - English as a Second Language (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 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 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/Head of school 
Responsibilities 
Teach: English as a Second Language:<ul><li> 
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.</li><li>
Collaborate and communicate with the students&rsquo; content teacher(s) to align instruction and support to both the students&rsquo; English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).</li><li>
Collaborate and communicate with the school&rsquo;s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.</li><li>
Assist with the oversight and delivery of ACCESSadministration.</li><li>
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.</li><li>
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.</li><li>
Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.</li><li>
Integrate technology into the classroom as an instructional tool and for personal productivity.</li><li>
Demonstrate an understanding of and fluency using WIDA&rsquo;s ELD Standards Framework and Can Do Descriptors.</li><li>
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.</li><li>
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.</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 Level: Hold a Bachelor's degree.</li><li>
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.</li><li>
Complete state and federal guidelines in order to be fully licensed and &ldquo;Highly Qualified.&quot;</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><li>
Able to model excellent spoken and written English for students learning English in school.</li></ul>
Qualifications - Preferred<ul><li>
Experience teaching in an urban 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, Cabo Verdean Creole, Haitian Creole, 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 - English as a Second Language (Long-Term Substitute) (SY25-26)

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