Anticipated Opening Long Term Substitute, Elementary Special Education Teacher
Tentative August 31, 2026 - end of 26/27 school year
Qualifications:
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Master’s degree strongly preferred
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Massachusetts Special Education Certification and Licensure
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Experience with students with Language-based Learning disabilities, Specific Learning Disabilities and Executive Functioning challenges
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Specialized reading training- (Wilson Reading /Orton-Gillingham)
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Successful completion of QBS/SafetyCare training preferred.
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Successful experience as a special educator including performing assessments using a variety of standardized protocols.
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Knowledge of state and federal special education regulations.
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Effective organizational and interpersonal skills.
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Ability to work collaboratively with administrators, colleagues, parents/guardians, and others in the delivery of effective services.
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Strong behavior management skills
Responsible to: Principal, Special Education Team Leader, Director of Special Education
Primary Functions: Coordinate all aspects of assigned special education program
Major Responsibilities:
1.0 Program Administration
2.0 Direct Instruction
3.0 Assessment/Pre-referral
4.0 Professional Expectations
5.0 Other
Details:
1.0 Program Administration
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Discuss student’s progress with parents, teachers, counselors, and administrators
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Supervise and mentor paraprofessionals who work with students
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Collaborate with professional staff regarding their specific teaching, therapeutic and supervisory responsibilities.
- Collaborate with Principals and Educational Team Leader to develop individual schedules to ensure compliance and most effective instruction.
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Collaborate with Principal and Educational Team Leader to support co-teaching models that provide inclusion experiences for students within the program.
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Ensure the implementation of administrative procedures related to PowerSchool; maintenance and security of student records for caseload.
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Collaborate with services providers, including but not limited to: school psychologists, school counselors, speech and language specialists, physical therapists, occupational therapists, vision/mobility therapists, BCBAs.
2.0 Direct Instruction
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Plan, prepare, and teach lessons and activities as a class, in small groups, and 1:1 as needed, in accordance with IEPs/Service Plans. Work cooperatively with other specialists/teachers to develop curriculum.
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Promote inclusion and equity of instruction in classrooms by implementing formative and summative assessments to track student progress. Use data to plan for instruction.
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Plan and supervise purposeful assignments for paraprofessional(s).
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Implement group and individual behavior plans.
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Adapt lessons and modify assessments for students with special needs.
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Meet regularly with the BCBA and other internal TEAM members regarding issues and concerns around student needs.
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Communicate regularly with families regarding service delivery and progress
3.0 Assessment/Pre-referral
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Participate in building-based Student Assistant Team (SATs) and support regulatory pre-referral activities by providing screenings as needed
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Perform cognitive and achievement assessments using a variety of standardized protocols, including but not limited to Woodcock-Johnson, WIAT, etc.
4.0 Professional Expectations
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Develop and update IEPs throughout the school year to reflect students’ progress and goals. Chair annual IEP meetings for assigned students, as needed.
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Attend all faculty meetings/in-services/professional development activities as scheduled
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Support and participate in all mandated DESE monitoring activities as requested; completion of required coursework, Coordinated Program Reviews, etc.
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Completes educational forms and reports as directed by the school, and/or local educational agency.
5.0 Other
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Carries out any other appropriate responsibilities assigned.
