Kindergarten Inclusive Classroom / Special Education Teacher
Hilltown Cooperative Charter Public School
9 days ago
Full-time
On-site
Easthampton, Massachusetts, United States
Kindergarten Inclusive Classroom / Special Education Teacher (1.0 FTE)
Hilltown Cooperative Charter Public School is a K–8 public charter school founded in 1995. Our mission is to engage students in experiential, hands-on learning that integrates the arts and interdisciplinary studies, fosters critical thinking skills, and nurtures a lifelong joy of learning. We strive to sustain a cooperative, close-knit community of students, staff, families, and local partners who guide and support the educational program. At the heart of our work is a commitment to cultivating children’s individual voices and a shared respect for one another, our community, and the world around us.
Our mission informs every aspect of our teaching and learning. We are currently seeking a Kindergarten Inclusive Classroom / Special Education Teacher who shares this vision and is excited to contribute to a vibrant, child-centered, and collaborative school community.
Position Overview
The Kindergarten Inclusive Classroom / Special Education Teacher at Hilltown serves as a full co-teacher in an inclusive kindergarten classroom alongside a general education teaching partner. Together, the teaching team is responsible for designing and implementing a developmentally responsive learning environment that supports the academic, social, emotional, behavioral, communication, sensory, and functional needs of all students.
This role reflects Hilltown’s commitment to inclusive education and proactive early support for young learners. The teacher in this role helps ensure that students of all abilities can fully access the curriculum and school community while also supporting differentiated instruction, targeted intervention, and individualized programming as required through students’ IEPs.
The position includes a combination of whole-group co-teaching, small-group instruction, individualized support, consultation, assessment participation, progress monitoring, and collaboration with families and support staff.
We are looking for an educator who brings warmth, flexibility, creativity, strong communication skills, and a deep understanding of child development in early childhood settings. A successful candidate will value inclusion, collaboration, relationship-building, and hands-on learning, and will be committed to creating a classroom where all children feel safe, connected, supported, and challenged.
Minimum Qualifications
Bachelor’s degree
Massachusetts licensure in Moderate Disabilities PreK–8 or Moderate Disabilities PreK–2
Passing scores on relevant MTELs (or ability to meet this requirement early in tenure)
Preferred Qualifications
Dual licensure in Special Education and Elementary or Early Childhood Education
2+ years of teaching experience in early childhood or elementary settings
Experience working within inclusive or co-taught classrooms
Experience supporting students with a range of developmental, communication, sensory, behavioral, and learning needs
Familiarity with IDEA, IEP development, and progress monitoring
Master’s degree in Special Education, Early Childhood Education, or related field
Primary Responsibilities
Serve as a full co-teacher in an inclusive kindergarten classroom
Collaborate closely with the general education teaching partner to design and implement integrated, developmentally responsive curriculum aligned with high quality instructional materials and the Massachusetts Curriculum Frameworks
Support the creation of a respectful, safe, nurturing, and educationally engaging classroom environment
Deliver differentiated instruction and targeted interventions to support diverse learners across academic, social, emotional, behavioral, communication, and functional domains
Provide specialized instruction and services as required by students’ IEPs
Support the implementation of accommodations, modifications, and individualized supports within classroom routines and learning activities
Conduct progress monitoring and maintain documentation related to IEP goals and student growth
Serve as case manager in preparation for IEP meetings, evaluations, and student support planning processes
Collaborate with classroom staff, related service providers, administrators, and families to support student success
Build strong relationships with students and families through regular communication and partnership
Support students’ development of self-regulation, independence, communication, and positive peer relationships
Collaborate in supervising and supporting classroom assistants and paraprofessionals as assigned
Additional Expectations
Participate fully in the school’s collaborative professional development program
Attend and engage in faculty meetings, integrated curriculum planning meetings, IEP meetings, and student support team meetings
Complete progress reports for each student three times per year, including IEP progress reporting responsibilities
Conduct conferences with each family once per year
Conduct an evening classroom orientation session each fall
Participate in assigned lunch/recess supervision
Engage in weekly All School gatherings that celebrate community and student voice
Develop and implement “Mini Courses” for mixed grade groups of students as scheduled
Maintain appropriate licensure, compliance, and special education documentation requirements
General Expectations
Meet routine responsibilities consistently
Manage time effectively to accomplish multiple tasks and meet deadlines
Maintain strong attendance and punctuality
Work collaboratively and flexibly within a co-teaching model
Maintain cooperative relationships with students, families, and colleagues
Communicate effectively both orally and in writing
Support the school’s goals, philosophies, and overall mission
Hilltown Cooperative Charter Public School is a K–8 public charter school founded in 1995. Our mission is to engage students in experiential, hands-on learning that integrates the arts and interdisciplinary studies, fosters critical thinking skills, and nurtures a lifelong joy of learning. We strive to sustain a cooperative, close-knit community of students, staff, families, and local partners who guide and support the educational program. At the heart of our work is a commitment to cultivating children’s individual voices and a shared respect for one another, our community, and the world around us.
Our mission informs every aspect of our teaching and learning. We are currently seeking a Kindergarten Inclusive Classroom / Special Education Teacher who shares this vision and is excited to contribute to a vibrant, child-centered, and collaborative school community.
Position Overview
The Kindergarten Inclusive Classroom / Special Education Teacher at Hilltown serves as a full co-teacher in an inclusive kindergarten classroom alongside a general education teaching partner. Together, the teaching team is responsible for designing and implementing a developmentally responsive learning environment that supports the academic, social, emotional, behavioral, communication, sensory, and functional needs of all students.
This role reflects Hilltown’s commitment to inclusive education and proactive early support for young learners. The teacher in this role helps ensure that students of all abilities can fully access the curriculum and school community while also supporting differentiated instruction, targeted intervention, and individualized programming as required through students’ IEPs.
The position includes a combination of whole-group co-teaching, small-group instruction, individualized support, consultation, assessment participation, progress monitoring, and collaboration with families and support staff.
We are looking for an educator who brings warmth, flexibility, creativity, strong communication skills, and a deep understanding of child development in early childhood settings. A successful candidate will value inclusion, collaboration, relationship-building, and hands-on learning, and will be committed to creating a classroom where all children feel safe, connected, supported, and challenged.
Minimum Qualifications
Bachelor’s degree
Massachusetts licensure in Moderate Disabilities PreK–8 or Moderate Disabilities PreK–2
Passing scores on relevant MTELs (or ability to meet this requirement early in tenure)
Preferred Qualifications
Dual licensure in Special Education and Elementary or Early Childhood Education
2+ years of teaching experience in early childhood or elementary settings
Experience working within inclusive or co-taught classrooms
Experience supporting students with a range of developmental, communication, sensory, behavioral, and learning needs
Familiarity with IDEA, IEP development, and progress monitoring
Master’s degree in Special Education, Early Childhood Education, or related field
Primary Responsibilities
Serve as a full co-teacher in an inclusive kindergarten classroom
Collaborate closely with the general education teaching partner to design and implement integrated, developmentally responsive curriculum aligned with high quality instructional materials and the Massachusetts Curriculum Frameworks
Support the creation of a respectful, safe, nurturing, and educationally engaging classroom environment
Deliver differentiated instruction and targeted interventions to support diverse learners across academic, social, emotional, behavioral, communication, and functional domains
Provide specialized instruction and services as required by students’ IEPs
Support the implementation of accommodations, modifications, and individualized supports within classroom routines and learning activities
Conduct progress monitoring and maintain documentation related to IEP goals and student growth
Serve as case manager in preparation for IEP meetings, evaluations, and student support planning processes
Collaborate with classroom staff, related service providers, administrators, and families to support student success
Build strong relationships with students and families through regular communication and partnership
Support students’ development of self-regulation, independence, communication, and positive peer relationships
Collaborate in supervising and supporting classroom assistants and paraprofessionals as assigned
Additional Expectations
Participate fully in the school’s collaborative professional development program
Attend and engage in faculty meetings, integrated curriculum planning meetings, IEP meetings, and student support team meetings
Complete progress reports for each student three times per year, including IEP progress reporting responsibilities
Conduct conferences with each family once per year
Conduct an evening classroom orientation session each fall
Participate in assigned lunch/recess supervision
Engage in weekly All School gatherings that celebrate community and student voice
Develop and implement “Mini Courses” for mixed grade groups of students as scheduled
Maintain appropriate licensure, compliance, and special education documentation requirements
General Expectations
Meet routine responsibilities consistently
Manage time effectively to accomplish multiple tasks and meet deadlines
Maintain strong attendance and punctuality
Work collaboratively and flexibly within a co-teaching model
Maintain cooperative relationships with students, families, and colleagues
Communicate effectively both orally and in writing
Support the school’s goals, philosophies, and overall mission