Grade 5/6 or 7/8 Special Education Teacher +STEPS program
North Middlesex Regional School District
4 days ago
Full-time
On-site
Massachusetts, United States
+STEPS Program Description: This specialized program serves students who require intensive, individualized instruction grounded in the principles of Applied Behavior Analysis (ABA) and who have not been able to make effective progress in the general education setting with less intensive support. Often, students spend 25-80% or more of their school day in a substantially separate, small group setting. The program provides a full continuum of academic, social, self-regulation, sensory, daily living, communication, and language services designed to meet the needs of students with moderate disabilities while still fostering meaningful opportunities for inclusion with general education peers.
Instruction occurs in a small, highly structured classroom environment with a low staff-to-student ratio. Teaching is delivered through a combination of individualized and small-group instruction, with learning activities embedded across the curriculum. Goals are developed through ongoing assessment and data collection to ensure instruction reflects each student’s unique academic, social, communication, behavioral, daily living, and adaptive needs.
Students may also receive direct or consultative related services such as counseling, speech and language therapy, occupational therapy, physical therapy, adapted physical education, orientation and mobility services, vision services, hearing services, behavior modification services, and/or nursing services as determined by the special education team. Collaboration is central to the program model: classroom staff work closely with general education staff and related service providers to support skill development and generalization throughout the school day.
The curriculum follows the Massachusetts Curriculum Frameworks and the North Middlesex Regional School District curricula, and supplements these with other educational programs to individually modify instruction and pacing for each student.
Definition: The Special Education Teacher’s role is to provide specially designed instruction to identified students with an Individualized Educational Program (I.E.P.) to learn subject matter and skills, subject to Special Education Laws, that will positively contribute to their educational development, in light of their disability.
Essential Functions: The essential functions or duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position.
Ensure that all Massachusetts Special Education Regulations are followed and implemented.
Complete the paperwork process associated with the duties of a special education liaison, including, but not limited to, the development of I.E.P.s and progress reports.
Update all necessary records accurately and completely as required by laws, district policies and school regulations.
Advise and assist general education teachers, colleagues, and paraprofessionals with implementing modifications of curriculum materials to address the learning difficulties of students.
Prepare the classroom for lessons and activities.
Apply knowledge of current research and theory to the instructional program
Provide/implement modifications of curriculum materials using a variety of learning materials and resources to address, including relevant technology, to address the learning difficulties of students.
Plan, prepare and deliver lesson plans with instructional materials that facilitate active learning.
Prepare and maintain records of services, including attendance and data collection for the purpose of ensuring compliance and monitoring progress.
Encourage and monitor the progress of individual students and use data to adjust teaching strategies.
Maintain accurate and complete records of students' progress and development.
Manage student behavior in the classroom by establishing and enforcing rules and procedures.
Maintain discipline in accordance with the rules and policies of the school district.
Observe and evaluate students’ performance and development.
Demonstrate preparation and skill in working with students from diverse cultural, economic and ability
backgrounds.
Provide appropriate feedback to students and paraprofessionals.
Plan and prepare schedules and lessons for paraprofessionals to implement with students.
Prepare and maintain such records as required or necessary to facilitate the flow of information among staff and others.
Support student transitions between grade levels and to more intensive/ less intensive programming.
Establish and maintain effective relationships with students, peers and parents; ability to work effectively with all staff at all levels of the school district; skills in oral and written communication is required.
Communicate/consult with parents so as to:
Keep parents informed of student progress;
Involve parents, to the maximum extent possible, in efforts directed at I.E.P. goal attainment.
Develop a personal plan for professional development in collaboration with the School Principal.
Participate in department, school, district and parent meetings.
Participate in professional development activities in and outside the district.
Any other relative teaching duties as assigned.
Education and Experience: Master’s Degree preferred; Bachelor’s Degree in area of major study is required with a minimum of five years teaching experience, preferably in a MA public school setting; or any combination of education and work experience.
Certificates, Licenses, Registrations: Valid Massachusetts Teaching License with certification as a Special Education Teacher at the 5-8 grade level.
Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment: The work environment characteristics described here are representative to those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work is performed in an office, school or classroom environment. The majority of work is performed in a moderately noisy work environment, with frequent interruptions.
Operates computer, printer, telephone, copier, facsimile machine and all other standard office equipment.
Has access to department related confidential information and highly-sensitive, confidential information.
Errors could result in delay or loss of service and have a direct impact on students and families.
Instruction occurs in a small, highly structured classroom environment with a low staff-to-student ratio. Teaching is delivered through a combination of individualized and small-group instruction, with learning activities embedded across the curriculum. Goals are developed through ongoing assessment and data collection to ensure instruction reflects each student’s unique academic, social, communication, behavioral, daily living, and adaptive needs.
Students may also receive direct or consultative related services such as counseling, speech and language therapy, occupational therapy, physical therapy, adapted physical education, orientation and mobility services, vision services, hearing services, behavior modification services, and/or nursing services as determined by the special education team. Collaboration is central to the program model: classroom staff work closely with general education staff and related service providers to support skill development and generalization throughout the school day.
The curriculum follows the Massachusetts Curriculum Frameworks and the North Middlesex Regional School District curricula, and supplements these with other educational programs to individually modify instruction and pacing for each student.
Definition: The Special Education Teacher’s role is to provide specially designed instruction to identified students with an Individualized Educational Program (I.E.P.) to learn subject matter and skills, subject to Special Education Laws, that will positively contribute to their educational development, in light of their disability.
Essential Functions: The essential functions or duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position.
Ensure that all Massachusetts Special Education Regulations are followed and implemented.
Complete the paperwork process associated with the duties of a special education liaison, including, but not limited to, the development of I.E.P.s and progress reports.
Update all necessary records accurately and completely as required by laws, district policies and school regulations.
Advise and assist general education teachers, colleagues, and paraprofessionals with implementing modifications of curriculum materials to address the learning difficulties of students.
Prepare the classroom for lessons and activities.
Apply knowledge of current research and theory to the instructional program
Provide/implement modifications of curriculum materials using a variety of learning materials and resources to address, including relevant technology, to address the learning difficulties of students.
Plan, prepare and deliver lesson plans with instructional materials that facilitate active learning.
Prepare and maintain records of services, including attendance and data collection for the purpose of ensuring compliance and monitoring progress.
Encourage and monitor the progress of individual students and use data to adjust teaching strategies.
Maintain accurate and complete records of students' progress and development.
Manage student behavior in the classroom by establishing and enforcing rules and procedures.
Maintain discipline in accordance with the rules and policies of the school district.
Observe and evaluate students’ performance and development.
Demonstrate preparation and skill in working with students from diverse cultural, economic and ability
backgrounds.
Provide appropriate feedback to students and paraprofessionals.
Plan and prepare schedules and lessons for paraprofessionals to implement with students.
Prepare and maintain such records as required or necessary to facilitate the flow of information among staff and others.
Support student transitions between grade levels and to more intensive/ less intensive programming.
Establish and maintain effective relationships with students, peers and parents; ability to work effectively with all staff at all levels of the school district; skills in oral and written communication is required.
Communicate/consult with parents so as to:
Keep parents informed of student progress;
Involve parents, to the maximum extent possible, in efforts directed at I.E.P. goal attainment.
Develop a personal plan for professional development in collaboration with the School Principal.
Participate in department, school, district and parent meetings.
Participate in professional development activities in and outside the district.
Any other relative teaching duties as assigned.
Education and Experience: Master’s Degree preferred; Bachelor’s Degree in area of major study is required with a minimum of five years teaching experience, preferably in a MA public school setting; or any combination of education and work experience.
Certificates, Licenses, Registrations: Valid Massachusetts Teaching License with certification as a Special Education Teacher at the 5-8 grade level.
Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment: The work environment characteristics described here are representative to those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work is performed in an office, school or classroom environment. The majority of work is performed in a moderately noisy work environment, with frequent interruptions.
Operates computer, printer, telephone, copier, facsimile machine and all other standard office equipment.
Has access to department related confidential information and highly-sensitive, confidential information.
Errors could result in delay or loss of service and have a direct impact on students and families.