One Curriculum Doesn't Fit Every Child: What NYC's Preschool Shake-Up Means for Teachers
A New Direction for Early Childhood Education
The best conversations in education rarely begin with the question, Who's right? They usually begin with a much more important one: What's best for children? That is exactly the conversation New York City is having after Mayor Zohran Mamdani's administration announced that publicly funded preschool programs will no longer be limited to a single required curriculum. Instead, schools will be able to choose from several New York City Department of Education-approved curricula, including the highly respected Bank Street curriculum. The administration's goal is to give schools greater flexibility while maintaining high instructional standards and allowing educators to select the curriculum that best reflects the needs of their students and communities.
As someone who has spent years teaching young children, I don't think this decision is as simple as saying it's either good or bad. Like most changes in education, it has the potential to be both. That's exactly why teachers need to understand what is changing, why it is changing, and what it could mean for the future of early childhood education.
What Changed?
For years, many New York City preschool classrooms operated under a single required curriculum. There were certainly advantages to that approach. Teachers received the same professional development, administrators knew what instruction should look like across classrooms, and new teachers had a clear roadmap to follow. Consistency can be incredibly valuable in a school system as large as New York City's.
Under the new policy, however, schools now have the flexibility to choose from several DOE-approved curricula instead of relying on one mandated program. While all approved curricula are aligned with New York State's early learning standards, schools have greater autonomy to select the one that best reflects their educational philosophy and the needs of their children.
Why Did the Administration Make This Change?
Anyone who has spent more than a week in a preschool classroom knows one important truth:
Children don't read the curriculum
Every class is different. One year they are fascinated by insects. Another year they're obsessed with construction vehicles. The next year they want to learn everything about space. Young children are naturally curious, and the best learning happens when teachers can build on that curiosity rather than constantly redirecting it.
I've experienced this firsthand.
I remember one year when my pre-K class was expected to complete a unit on trees. It was thoughtfully written, developmentally appropriate, and aligned with the curriculum. There was just one problem—my students simply weren't interested. Every conversation somehow found its way back to construction vehicles. They wanted to know how excavators worked, why bulldozers had tracks, and how cranes could lift such heavy objects. I could have spent weeks trying to convince them that trees were more exciting, or I could meet them where they already were and use that enthusiasm to teach literacy, math, science, and language.
That's what great teachers do.
Children don't learn because page 42 of a curriculum says today is tree day. They learn because something captures their imagination.
I believe that's one of the driving forces behind this policy change. Giving schools more flexibility allows teachers to be more responsive to children's interests while still meeting developmental goals and academic standards.
Why Bank Street Stands Out
What excites me most about this change is that Bank Street is now one of the curriculum options available to schools. For those outside the field of education, Bank Street may sound like just another curriculum. For educators, it is anything but. Bank Street College of Education has been shaping early childhood education for over one hundred years and is considered one of the pioneers of developmentally appropriate practice. Its developmental-interactive approach emphasizes learning through play, exploration, inquiry, relationships, problem-solving, and meaningful experiences. Rather than asking teachers to simply deliver scripted lessons, Bank Street encourages educators to observe children closely, understand their developmental needs, and create learning experiences that build upon their interests.
That philosophy has influenced generations of educators and teacher preparation programs across the country.
As a teacher, I've always admired Bank Street because it trusts teachers to be professionals. It recognizes that effective teaching isn't about reading from a manual. It's about understanding child development, building relationships, asking thoughtful questions, and knowing when to adjust instruction based on the children sitting in front of you. That's one of the reasons Bank Street continues to be one of the most respected names in early childhood education.
The Benefits for Teachers and Children
There are several reasons why I believe this change has tremendous potential. Teachers may finally have the flexibility to select a curriculum that truly aligns with their students rather than trying to fit every classroom into the same instructional model. Children may benefit from learning experiences that feel more engaging because teachers have greater freedom to follow their interests while still meeting learning standards. Schools may also develop stronger educational identities instead of every classroom looking exactly alike. Perhaps most importantly, this change acknowledges something experienced teachers have known for years: Great teaching isn't about following a script. It's about knowing when to follow the child.
The Challenges We Can't Ignore As optimistic as I am, I'd also be naïve to pretend there aren't challenges.
Giving schools more choices also creates more responsibility. Professional development becomes more complicated because administrators and instructional coaches must now support multiple curricula instead of one. Teachers transferring between schools may need to learn entirely different instructional frameworks. Collaboration between schools could become more difficult if educators are using different planning methods, terminology, and assessment systems.
Consistency is another concern. Flexibility is valuable, but without strong leadership and quality training, curriculum choice could lead to inconsistent implementation from school to school. The curriculum itself doesn't determine success; how well teachers understand it does.
What Does This Mean for Future Teachers?
Perhaps my biggest concern is what this means for new teachers entering the profession.
When you're in your first classroom, having one curriculum can provide comfort. You're already learning classroom management, lesson planning, assessments, family communication, and how to manage twenty curious preschoolers all at once. Now imagine interviewing at several schools. One school uses Bank Street; one uses Creative Curriculum; another uses High Scope. Each has different expectations, planning methods, classroom environments, and instructional philosophies. That can be overwhelming for someone just entering the profession.
Teacher preparation programs may also need to evolve. Rather than preparing future educators to become experts in one curriculum, colleges may need to expose teacher candidates to multiple educational philosophies while helping them understand the research behind each one.
Tomorrow's teachers will likely need to become more flexible, reflective, and eclectic than ever before.
A Curriculum Doesn't Teach Children- Teachers Do
One thing I hope never gets lost in this conversation is that no curriculum—no matter how respected—can replace an effective teacher. I've seen phenomenal teachers make average curricula come alive through creativity, relationships, and thoughtful instruction. I’ve also seen outstanding curricula fall flat because they were implemented mechanically without considering the children sitting in the classroom. Children rarely remember the name of the curriculum. They remember the teacher who believed in them. A curriculum is simply a tool. Teachers are what bring it to life.
Final Thoughts
Overall, I believe this change has the potential to move early childhood education in a positive direction. Not because one curriculum is necessarily better than another, but because children are different, teachers are different, and communities are different.
Giving schools thoughtful choices—while maintaining accountability and providing meaningful professional development—allows educators to do what they entered this profession to do: teach the children sitting in front of them instead of simply following the pages of a manual.
I am especially encouraged that Bank Street is now one of the options available to schools. Its long-standing reputation for child-centered learning, inquiry, and developmentally appropriate practice has earned the respect of educators around the world, and I believe many schools will benefit from having access to that philosophy. At the same time, flexibility without preparation can quickly become inconsistency. If New York City is going to embrace curriculum choice, it must invest just as heavily in teacher preparation, coaching, and ongoing professional development as it does in expanding curriculum options. In the end, I don't believe the success of this initiative will be determined by which curriculum a school chooses. It will be determined by whether teachers are given the time, training, and support they need to make that curriculum meaningful. Because no curriculum teaches children on its own. Teachers do.
More from Education
Explore related articles on similar topics
Top Paying Jobs in Education
Highest paying opportunities related to this article
ABOUT THE ROLE This is a part-time (0.5 FTE) Special Education Teacher position assigned to the Resource service pathway at Bailey Gatzert Elementary within Seattle Public Schools. The role involves fostering an effective learning environment, adapting learning objectives and standards for special education students, and providing instruction, counseling, and supervision to meet individual student needs under the general direction of the building principal. KEY RESPONSIBILITIES - Foster an educational environment conducive to learning and maturation; plan instructional programs and prepare individual student lesson plans. - Use appropriate instructional methods and materials suited to student well-being and curriculum objectives. - Establish and implement positive classroom policies, procedures, guidance, counseling, and discipline. - Confer with students, parents, guardians, specialists, and staff to provide guidance, evaluation, and encourage student achievement. - Establish classroom goals and objectives aligned with Individualized Education Programs (IEPs) and district/state regulations; evaluate and record student progress. - Direct activities of assigned non-certificated personnel and attend to students' physical, emotional, behavioral, medical, or hygienic needs as appropriate. - Collect and interpret data; develop, implement, and evaluate IEPs; provide administrative reports and amend documents where appropriate. - Attend required staff meetings and at least one of two annual Special Education Compliance Professional Development days. MINIMUM QUALIFICATIONS - Bachelor's degree. - Academic preparation or experience in teaching a culturally, racially, and economically diverse student population in an urban school system. - Experience teaching reading and adapting instructional techniques and practices for special education students. SPECIAL REQUIREMENTS - Valid Washington State Teaching Certificate with Special Education Endorsement. - Some positions may require valid first aid and CPR certification. - Some positions may require a valid Washington State driver's license or a class II driver's license. - Ability to manage multiple tasks, frequent interruptions, and potentially deal with distraught students or exposure to ordinary infectious diseases and bodily fluids. - May be required to move, position, or lift students or their special equipment, and attend to personal hygiene needs. SELECTION PROCESS - Standard Seattle Public Schools evaluation, screening, and selection process. HOW TO APPLY - Submit an application through the Seattle Public Schools career portal (SAVE / APPLY). - For more information on special education service pathways, visit the SPS Special Education Department website. EMPLOYMENT DETAILS - Employer: Seattle Public Schools - Location: Bailey Gatzert Elementary, WA - Job Type: Part-Time (0.5 FTE) - Job Number: 26888 - Department: Bailey Gatzert Elementary - Subject Area: Special Education - Elementary - Opening Date: 07/17/2026 - Closing Date: Continuous - Reporting Relationship: Reports to the building Principal
ABOUT THE ROLE The Municipal Police Training Committee (MPTC) is seeking an experienced curriculum specialist to design and update instructional material for in-person and online law enforcement training. This role focuses on translating state-mandated guidelines and best practices into actionable, engaging, and legally sound lesson plans, storyboards, and eLearning formats for law enforcement officers across the Commonwealth of Massachusetts. KEY RESPONSIBILITIES - Coordinate with subject matter experts to research, create, and develop annual in-service curriculum within established timelines. - Partner with experts to revise in-person learning and e-learning lesson plan frameworks. - Develop, update, and revise lesson plans to incorporate research-based best practices for adult learning and police training. - Coordinate curriculum update classes for all MPTC certified instructors on new and revised lessons. - Train MPTC certified instructors on adult learning activities and techniques. - Create or assist with script development, storyboarding, and video-editing for online content rollout. - Work across divisions to ensure MPTC required regulations and critical projects are completed accurately and on time. MINIMUM QUALIFICATIONS - At least four years of full-time (or equivalent part-time) professional, administrative, or managerial experience in business administration, business management, or public administration, with major duties involving program management, administration, coordination, planning, or analysis. - At least one year of the required experience must be in a supervisory capacity. - Substitutions: A Bachelor's degree in a relevant field may substitute for up to two years of experience. A Graduate degree in a relevant field may substitute for up to three years of experience. A Bachelor's or higher degree in an unrelated field may substitute for up to one year of experience. No substitutions are permitted for the required one year of supervisory experience. SPECIAL REQUIREMENTS - Preferred: 5 or more years of experience in Curriculum Development or Instructional Design, ideally within a law enforcement, criminal justice, or military setting. - Preferred: Knowledge of adult learning principles, educational best practices, and pedagogy. - Preferred: Advanced experience with Microsoft Suite, Airtable, Adobe, Canva, Articulate software, and video editing programs. - Preferred: Basic project management skills and knowledge of the law enforcement field. - This position is potentially eligible for a hybrid work schedule. SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the job posting. - The Commonwealth is an Equal Opportunity and Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply. HOW TO APPLY - Applications must be submitted through the official Commonwealth of Massachusetts employment portal by creating a profile and applying for the job. - Applicants needing reasonable accommodations should contact the Diversity Officer and ADA Coordinator, Aiesha Grenier, at 857-276-3231. EMPLOYMENT DETAILS - Employer: Commonwealth of Massachusetts - Agency: Municipal Police Training Committee (MPTC) - Department: Executive Office of Public Safety and Security (EOPSS) - Job Type: Full-time - Shift: Day - Bargaining Unit: 06-NAGE - Professional Admin. - Location: Thomas Patten Drive, Randolph, MA - Job Posting Date: Jul 25, 2026
ABOUT THE ROLE Under general direction, this full journey-level position performs community risk reduction, public education, fire prevention, inspection, and code enforcement duties for residential, commercial, and industrial occupancies. Responsibilities include plan checking and testing of hazardous processes and fire protection systems. The role reports to the Fire and Life Safety Specialist and may provide lead direction on special projects or day-to-day assignments. KEY RESPONSIBILITIES - Inspect complex occupancies (e.g., churches, manufacturing, auto body garages, care homes) for compliance with federal, state, and local codes. - Review building construction, site, sprinkler, and fire alarm plans for regulatory compliance and perform related calculations. - Conduct fire sprinkler, alarm, and fire flow tests; review and track test results. - Inspect properties for weed abatement, issue notices, and follow up. - Inspect buildings under construction for compliance with fire and building codes related to prevention, detection, and suppression systems. - Manage special programs such as fire sprinkler servicing, fireworks display inspections, and Knox box installations. - Educate the public, lecture groups on fire safety, present educational programs, and publish educational articles. MINIMUM QUALIFICATIONS - Valid and appropriate California Class C Driver’s License with a good driving record. - Associate’s Degree or greater from an accredited college or university. - Current California State Fire Marshal (CSFM) Fire Inspector I certification. - Ability to complete the CSFM Fire Inspector II series of courses within one year (or completion of the previous CSFM Fire Prevention Specialist series: 2A, 2B, 2C). - Three years of paid experience as a Fire Inspector with a paid Fire Department, OR three years of experience enforcing building codes, OSHA, or similar inspection duties. SPECIAL REQUIREMENTS - Desirable: Current CSFM Fire Inspector II certification or equivalent. - Desirable: Two years of professional experience as a plan checker. - Physical demands include lifting or carrying up to 50 pounds, climbing ladders, working on rooftops, and working in extreme weather conditions. - May require working modified workweeks, including evenings and weekends, and traveling within or outside the City for meetings or training. SELECTION PROCESS - Applications will be reviewed based on necessary employment standards. - Candidates may be invited to participate in a 100 percent weighted oral examination. - Passing candidates will be placed on an eligibility list for up to one year. - Successful candidates must pass a Personal History Questionnaire, polygraph or voice stress examination, extensive background investigation, medical examination, and drug or alcohol screen. - Proof of citizenship or eligibility to work in the U.S. is required at the time of hire. HOW TO APPLY - Submit a completed employment application and supplemental questionnaire online at https://www.governmentjobs.com/careers/clovisca. - Deadline: August 12, 2026, at 4:30 PM Pacific Time. - Brief resumes are welcome as a supplement, but a resume alone will not be accepted in lieu of the completed application. - Veterans Preference Points may be provided if a DD Form 214 is attached at the time of submission. - For questions, contact Personnel at (559) 324-2725. EMPLOYMENT DETAILS - Employer: City of Clovis, California - Location: Clovis, CA - Job Type: Full-Time - Department: Fire Department - Division: Life Safety & Enforcement - Job Number: 2600099 - Opening Date: 07/22/2026 - Closing Date: 8/12/2026 at 4:30 PM Pacific Time
ABOUT THE ROLE This is the journey level class in the Fire Inspector class series, distinguished from Fire Inspector I by the level of experience obtained and independence required. Under the general direction of the Fire Marshal or designee, the incumbent performs inspections and enforcement activities to ensure compliance with fire codes and regulations. The role requires working autonomously and professionally to conduct multiple types of fire-related inspections on new and existing structures and to provide public educational fire and life safety awareness programs. KEY RESPONSIBILITIES - Perform inspections and enforcement activities of public, commercial, industrial, residential, and other buildings or properties. - Ensure compliance with the International Fire Code (IFC), Nevada Revised Statutes (NRS), Nevada Administrative Codes (NAC), and related federal, state, and local regulations regarding fire prevention and suppression systems. - Conduct multiple types of fire-related inspections on new and existing structures. - Actively participate in and provide public educational fire and life safety awareness programs. - Work autonomously to complete essential functions and other duties as assigned. MINIMUM QUALIFICATIONS - High school diploma or equivalent. - Associate's degree in fire science or related field (preferred). - Minimum of 2 years' experience in the field of fire prevention and fire inspections, or other inspection field. - General knowledge of industrial, commercial, and non-commercial plan checking, fire prevention inspections, code enforcement, or building trades and construction related to fire prevention (strongly preferred). - Experience in fire operations (preferred). SPECIAL REQUIREMENTS - International Code Council (ICC) Fire Inspector II certification. - International Code Council (ICC) Fire Plans Examiner certification. - Child Protection Services (CPS) Car Seat Technician certification (must be obtained within 12 months). - NFPA/IFSAC Fire Service Instructor I certification (must be obtained within 12 months). - Possess and maintain a valid State of Nevada Class C driver's license appropriate for vehicles and equipment operated. - Valid CPR card. - Pass a criminal background investigation. SELECTION PROCESS - Specific selection process steps are not detailed in the provided text, but all candidates must pass a criminal background investigation. HOW TO APPLY - Apply through the official Storey County job listing before the closing date. - For more information on this position, see the Job Specification at: https://www.governmentjobs.com/careers/storeycounty/classspecs EMPLOYMENT DETAILS - Employer: Storey, County of (NV) - Location: Storey County Fire District -- Station 71, NV - Job Type: Full-Time - Job Number: 202600046 - Department: Fire District - Opening Date: 07/24/2026 - Closing Date: 8/24/2026 at 5:00 PM Pacific Time (US & Canada); Tijuana - Lateral Hiring: Candidates hired through the Fire Inspector Lateral process may receive credit for time served. Pay is provided at 5 percent above or below the candidate's current base wages, without exceeding SCFPD step 3 (out of 5 possible steps). - Leave Balance: Lateral candidates receive a preloaded leave balance of 40 hours of annual leave and 80 hours of sick leave upon successful completion of 6 months of employment. - Equal Opportunity: Storey County is an equal opportunity employer committed to a diverse workforce and does not discriminate based on race, religion, gender, marital status, national origin, age, disability, sexual orientation, veteran status, or any other protected class under applicable federal or state law.
ABOUT THE ROLE The Gadsden Independent School District is seeking a current district employee to implement the special education assessment process. This role involves assessing the educational, learning styles, and program needs of students referred to special education services. The diagnostician provides diagnostic information and works cooperatively with instructional personnel to ensure the most appropriate programs are provided for students with disabilities. KEY RESPONSIBILITIES - Receive student referrals and implement the assessment and evaluation process within federal and state timelines - Select and administer formal and informal assessments to determine student eligibility for special education services - Produce clear, understandable, and comprehensive written evaluation reports, considering linguistic, ethnic, and cultural diversity - Collect and organize relevant assessment data from student cumulative folders, teachers, principals, support staff, parents, and outside resources - Conduct classroom observations and personal interviews - Coordinate and participate in the Eligibility Determination Team (EDT) to assist with interpretation of assessment data, appropriate placement, and IEP development - Provide staff development training to assist school personnel in identifying and understanding students with disabilities - Consult with professionals, parents, teachers, and administrators regarding assessment findings and educational needs - Accept ultimate responsibility for IEP compliance at each assigned campus and take necessary actions to correct compliance issues - Write and archive all evaluation reports using the district's evaluation report writer system - Protect the confidentiality of all information obtained during student evaluations - Maintain an inventory of assessment materials and participate in ongoing professional development MINIMUM QUALIFICATIONS - Master's Degree in Educational Diagnosis, Special Education Guidance and Counseling, Educational Psychology, or other approved fields such as Speech Pathology or Remedial Reading - Two (2) years of teaching or equivalent experience with exceptional children, as evaluated and approved by the State Department of Education - Licensure in Special Education or Guidance and Counseling - Current Educational Diagnostician license issued by the New Mexico State Department of Education SPECIAL REQUIREMENTS - Must be a current Gadsden Independent School District employee - Regular district-wide travel to multiple work locations as assigned - Ability to regularly lift and/or move up to 50 pounds - Must maintain emotional control under stress - Strong language, mathematical, and reasoning abilities to analyze complex documents, apply advanced mathematical concepts (e.g., frequency distribution, analysis of variance), and apply principles of logic or scientific thinking HOW TO APPLY - Submit an application through the Gadsden Independent School District portal - Include three professional reference letters, all dated within the last 12 months - Current district employees must ensure that at least one of the reference letters is from their current supervisor EMPLOYMENT DETAILS - Location: San Miguel, New Mexico (Chaparral Area) - Employer: Gadsden Independent School District (NM) - Department: Special Education Department - Job Type: Full-Time - Job Number: 202301759 - Opening Date: 07/24/2026 - FLSA Status: Exempt - Work Environment: Moderate noise level; requires standing, walking, sitting, using hands, reaching, climbing, balancing, stooping, kneeling, crouching, crawling, talking, and hearing. Reasonable accommodations may be made for individuals with disabilities.
ABOUT THE ROLE This position involves teaching academic classes to an adult incarcerated population in a secure correctional setting. The role requires utilizing research-based practices to deliver specialized instruction in subjects such as Adult Basic Education (ABE), English as a Second Language (ESL), Pre-Adult Secondary Education (PreASE), and Adult Secondary Education (ASE), while collaborating with the Education Division and administration staff. KEY RESPONSIBILITIES - Teach departmentalized academic classes including Reading, Language, Mathematics, Science, and Social Studies - Complete daily student attendance and update incarcerated individual case plans, including awarding Earned Good Time and completing monthly performance ratings - Administer standardized testing, including TABE, TABE CLAS-E, HiSET, and HiSET qualifying exams - Maintain incarcerated individual education files, performing monthly purges and updating documentation as needed - Identify, recruit, and schedule incarcerated individuals for academic testing and appropriate educational programming - Address Case Plan referrals to academic and vocational programming within 30 days - Complete 40 hours of required training within the fiscal year and maintain a current teaching license - Report security-related matters promptly and manage the classroom consistent with institutional rules and regulations MINIMUM QUALIFICATIONS - Bachelor's Degree - Knowledge of principles, methods, and practices in adult education - Working knowledge of educational tests and assessments - Experience teaching content such as ABE, ESL, PreASE, and/or ASE - Experience teaching adult learners and ability to work effectively with incarcerated individuals, teaching staff, and administration SPECIAL REQUIREMENTS - Possession of an appropriate Teacher's Certificate issued by the Massachusetts Department of Elementary and Secondary Education - Must have no felony convictions, including actions defined in 5 U.S.C. 301, U.S.C. 509, 510, and 42 U.S.C. 15601-15609 - Must not have engaged in sexual abuse in a prison or institution, or been convicted of sexual activity facilitated by force, coercion, or lack of consent - May be expected to work evening hours as operationally necessary - Bilingual applicants are strongly encouraged to apply - This position is not eligible for a hybrid work schedule SELECTION PROCESS 1. First consideration will be given to applicants who apply within the first 14 days of the job posting 2. Applications will be evaluated based on the candidate's education, experience, and alignment with the minimum and special requirements 3. Background checks and credential verifications will be conducted prior to hiring HOW TO APPLY 1. Submit an application through the official Commonwealth of Massachusetts employment portal 2. Ensure all relevant experience, education, and certifications are clearly documented in the application 3. Apply promptly to receive first consideration within the initial 14-day window EMPLOYMENT DETAILS - Job Type: Full-time - Employer: Department of Correction, Commonwealth of Massachusetts - Location: Massachusetts Treatment Center, 30 Admin Road, Bridgewater, MA - Official Title: Teacher (C) - Number of Openings: 1 - Shift: Day - Bargaining Unit: 10-SEIU Local 509 - Education - Job Posting Date: May 15, 2026
ABOUT THE ROLE This full-time position with the Massachusetts Department of Correction Education Division involves teaching and co-teaching academic classes (including ABE, ESL, PreASE, and ASE) with a preferred strength in Special Education. The role requires developing professional development for teachers, maintaining special education data, and delivering specialized instruction to an adult incarcerated population across Northern and Southern Sector facilities. KEY RESPONSIBILITIES - Develop and conduct special education instructional professional development for teachers in the Education division. - Teach or co-teach academic classes, which may be departmentalized into Reading, Language, Mathematics, Science, and Social Studies. - Coordinate documentation for testing accommodations and ensure materials are submitted timely. - Review and collaborate on research-based practices and current instructional methods to ensure effective practices. - Create Student Support Teams (SSTs) to review case plans. - Maintain all Special Education Data and produce, distribute, and maintain regular reports with the Data Analyst. - Complete daily student attendance and update incarcerated individual case plans, including awarding Earned Good Time and completing monthly performance ratings. - Administer standardized testing, including TABE, TABE CLAS-E, HiSET, and HiSET qualifying exams. - Maintain education files, perform monthly purges, and process incoming and outgoing documentation. - Identify, recruit, and schedule incarcerated individuals for academic testing and determine appropriate placement. - Address case plan referrals to academic and vocational programming within 30 days. - Report security-related matters promptly and manage the classroom consistent with institutional rules and regulations. MINIMUM QUALIFICATIONS - Bachelor's Degree. - Knowledge of principles, methods, and practices in adult education. - Working knowledge of educational tests and assessments. - Ability to work effectively with incarcerated individuals, teaching staff, and administration. - Experience teaching Special Education and adult learners is preferred. SPECIAL REQUIREMENTS - Possession of an appropriate Teacher's Certificate issued by the Massachusetts Department of Elementary and Secondary Education. - Must have no felony convictions, including actions defined in 5 U.S.C. 301; U.S.C. 509, 510; 42 U.S.C. 15601-15609. - Must not have engaged in sexual abuse in a prison or institution, or been convicted of sexual activity facilitated by force, coercion, or without consent. - Travel is expected to all DOC facilities in the Northern and Southern Sectors. - Must complete 40 hours of training within the fiscal year and maintain a current teaching license. - Bilingual applicants are strongly encouraged to apply. - This position is not eligible for a hybrid work schedule. SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the posting. - Salaries for union positions are determined according to the provisions of the respective collective bargaining agreement. - The Commonwealth is an Equal Opportunity and Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply. HOW TO APPLY - Applications must be submitted through the official Commonwealth of Massachusetts employment portal. - For Diversity, Affirmative Action, Equal Employment Opportunity questions, or Reasonable Accommodation requests, contact Diversity Officer and ADA Coordinator Janice Perez at 508-850-3648. EMPLOYMENT DETAILS - Employer: Commonwealth of Massachusetts - Agency: Department of Correction - Official Title: Teacher (C) - Job Type: Full-time - Shift: Day - Bargaining Unit: 10-SEIU Local 509 - Education - Location: 50 Maple Street, Milford, MA (with travel to all DOC facilities) - Job Posting Date: May 15, 2026 - Number of Openings: 1
ABOUT THE ROLE The Massachusetts Department of Correction is seeking a Teacher (C) for the Souza Baranowski Correctional Center. This role involves teaching academic classes to an adult incarcerated population in a secure setting. The ideal candidate will utilize research-based practices, maintain professional boundaries, and collaborate with the Education Division to deliver specialized instruction that supports the strategic goals of the institution. KEY RESPONSIBILITIES - Teach academic classes including Reading, Writing, Math, Science, and Social Studies, with a preferred strength in ESL. - Utilize research-based practices, current instructional methods, and materials to ensure effective instruction. - Complete daily student attendance and update student case plans as required by Standard Operating Procedures (SOP). - Award Earned Good Time (EGT), complete monthly performance ratings, and manage time-sensitive documentation for program completion. - Administer standardized testing (TABE, TABE CLAS-E, HiSET, and HiSET qualifying exams) via tablet or paper/pencil. - Maintain student education files, including monthly purges, processing incoming/outgoing files, and updating documentation. - Track EGT for academic boosts and maintain/review educational program waitlists. - Identify, recruit, and schedule incarcerated individuals for academic testing and determine eligibility for educational programming. - Complete 40 hours of training within the fiscal year and maintain a current teaching license. - Report security-related matters promptly and manage the classroom consistent with institutional rules and regulations. MINIMUM QUALIFICATIONS - Bachelor's Degree. - Knowledge of principles, methods, and practices in adult education. - Working knowledge of educational tests and assessments. - Ability to work effectively with incarcerated individuals, teaching staff, and administration. - Preferred: Experience teaching ESL and adult learners. SPECIAL REQUIREMENTS - Possession of an appropriate Teacher's Certificate issued by the Massachusetts Department of Elementary and Secondary Education. - Must have no felony convictions, including actions defined in 5 U.S.C. 301; U.S.C. 509, 510; 42 U.S.C. 15601-15609. - Must not have engaged in sexual abuse in a prison or other institution, or been convicted of or adjudicated for sexual activity facilitated by force, coercion, or without consent. - Any incidents of sexual harassment will be considered in hiring decisions. - Bilingual applicants are strongly urged to apply. - This position is not eligible for a hybrid work schedule. SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the posting. - Candidates will be evaluated based on their educational background, teaching certification, and relevant experience. - Strict background checks and compliance with Department of Correction hiring regulations regarding criminal history and conduct will be enforced. HOW TO APPLY - Submit a complete application through the official Commonwealth of Massachusetts employment portal. - Ensure all required certifications, degrees, and relevant experience are clearly documented in the application materials. EMPLOYMENT DETAILS - Employer: Commonwealth of Massachusetts, Department of Correction - Location: Souza Baranowski Correctional Center, Harvard Road, Shirley, MA - Job Type: Full-time - Shift: Day - Bargaining Unit: 10-SEIU Local 509 - Education - Job Posting Date: May 15, 2026 - Number of Openings: 1