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2 Boston Public Schools Special Education Teacher Reviews

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Special Education Teachers at Boston Public Schools give their company a 4.5 out of 5.0, while the average rating for Boston Public Schools is 3.4, making them 28% happier than every other employee at Boston Public Schools and 22% happier than every other Special Education Teacher on CareerBliss - the happiest Special Education Teachers work for Boston Public Schools.

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4.5
Average Rating
(based on 1 Special Education Teacher Review Rating)
Special Education Teacher
in Roxbury, MA
Person You Work For 4 / 5 People You Work With 4 / 5 Work Setting 4.8 / 5
Support You Get 4 / 5 Rewards You Receive 4.9 / 5 Growth Opportunities 4.8 / 5
Company Culture 4.9 / 5 Way You Work 4.8 / 5
Special Education Teacher
in Boston, MA

"It is candid reflection of my experience."

What do you like about working at Boston Public Schools?

"The cultural diversity of its student population, the broad range of professional development and career advancement opportunities, its employee benefits, and working in one of the nation's oldest and most historical, cultural, and ethnically diverse cities."

Do you have any tips for others interviewing with this company?

"Do your research by reviewing each school profile, the school, district and statewide academic performance report card and the demographic profile of student population. This will help you to prepare for questions you may be asked during your interview and provide you an opportunity to prepare relevant questions you may have about the school, staff, and students, and facility."

What don't you like about working at Boston Public Schools?

"Not always having the teacher's instructional curriculum materials (Teacher's Edition of texbooks and supplemental materials) and the adequate number books and supplemental resources available for students. Limited numbers of computers in the classroom for students to access online resources and materials that support instruction and learning. Never having a Mentor Teacher assigned as a new teacher during my first year or any other subsequent years of teaching in the Boston Public Schools. Having students assigned in my classroom that did not adhere to the regulations, policies and procedures for transferring students with a different special education prototype(s). Being hired as a Resource Teacher and being asked to change my positions without any prior notice, discussion or justification. Having a classroom that was formally a storage area that was not cleaned out prior to the start of the school year in one of the most isolated area of the school building away from all of the other classes of the same grade. Being one of the last classes to have lockers assigned to students. Working with a full classroom of students without a paraprofessional assigned until three weeks after the school year began."

What suggestions do you have for management?

"Ensure new teachers are assigned, introduced and have a weekly contact with a Mentor Teacher in their assigned school before the first day of school. Articulate any proposed changes in teaching assignments prior to entering into a contract rather than on the first day of school.Ensure that the expectations for subject areas to be taught are clearly articulated prior to the commencement of the school year. Ensure that new teachers are informed and attend required professional development for any new subject area they are responsible for teaching if offered in the summer prior to the commencement of the school year. Provide a professional development schedule that will allow special education teachers to attend ongoing meetings with their subject area teaching colleagues to ensure continuity in instruction, provide support, and share resources and materials."

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