Long-Term Substitute Special Education Teacher STRIVE Program
Chelmsford Public Schools
19 days ago
Full-time
On-site
Chelmsford, Massachusetts, United States
The Chelmsford Public Schools is now accepting applications for the following anticipated vacancy. The District reserves the right to change this vacancy or not fill this vacancy based on further staffing changes, enrollment, or budget.
Position: Long-Term Substitute Special Education Teacher (STRIVE Program)
Location: Parker Middle School
Assignment Dates: 05/16/2026- 06/15/2026 (Dates are subject to change)
General Description: The primary responsibility of this position is working with middle school students with disabilities who require social & emotional therapeutic support to access the curriculum. Services vary by student in an inclusive or separate setting. Programming will focus on the academic and social-emotional needs of the students assigned to this teacher as liaison. This position requires strong collaboration with the BCBA, general education teachers and related service providers with whom students are shared. Consistent communication with parents and outside providers is required. Training/Experience writing and implementing behavior support plans. Understanding of de-escalation techniques, PBIS, and social thinking curriculum. This teaching position provides middle school students with emotional disabilities specialized instruction based upon their individual Educational Plans. Direct instruction of social skills and emotional regulation strategies required. The position will require the successful candidate to work to facilitate instruction specific to the needs of the assigned students. This position includes the use of evidence-based assessment and intervention practices in the prevention, assessment, intervention, and program design efforts that are integrated within a school. In this role the special educator must also be able to manage support staff, work collaboratively with various service providers and oversee the scheduling of staff and students. The ideal candidate will have an understanding of classroom management theories and methods including strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with academic teaching strategies - Understands the aspects of schedule, routines, and transitions that promote development and learning - Design, supervise and implement students’ IEP plans - Develop curriculum modifications and adaptations, and provide training to assure implementation in the general education classroom. - Participate in IEP Team meetings. - Write effective IEPs for students - Collect and analyze student data and monitor student progress - Effectively work with a team of professionals to coordinate services - Consult with general education teacher and related service providers. - Write progress reports for IEP goals that are data based on student performance. - Undertake various diagnostic testing that identifies student capabilities and recognizes student progress on timely basis.
Position: Long-Term Substitute Special Education Teacher (STRIVE Program)
Location: Parker Middle School
Assignment Dates: 05/16/2026- 06/15/2026 (Dates are subject to change)
General Description: The primary responsibility of this position is working with middle school students with disabilities who require social & emotional therapeutic support to access the curriculum. Services vary by student in an inclusive or separate setting. Programming will focus on the academic and social-emotional needs of the students assigned to this teacher as liaison. This position requires strong collaboration with the BCBA, general education teachers and related service providers with whom students are shared. Consistent communication with parents and outside providers is required. Training/Experience writing and implementing behavior support plans. Understanding of de-escalation techniques, PBIS, and social thinking curriculum. This teaching position provides middle school students with emotional disabilities specialized instruction based upon their individual Educational Plans. Direct instruction of social skills and emotional regulation strategies required. The position will require the successful candidate to work to facilitate instruction specific to the needs of the assigned students. This position includes the use of evidence-based assessment and intervention practices in the prevention, assessment, intervention, and program design efforts that are integrated within a school. In this role the special educator must also be able to manage support staff, work collaboratively with various service providers and oversee the scheduling of staff and students. The ideal candidate will have an understanding of classroom management theories and methods including strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with academic teaching strategies - Understands the aspects of schedule, routines, and transitions that promote development and learning - Design, supervise and implement students’ IEP plans - Develop curriculum modifications and adaptations, and provide training to assure implementation in the general education classroom. - Participate in IEP Team meetings. - Write effective IEPs for students - Collect and analyze student data and monitor student progress - Effectively work with a team of professionals to coordinate services - Consult with general education teacher and related service providers. - Write progress reports for IEP goals that are data based on student performance. - Undertake various diagnostic testing that identifies student capabilities and recognizes student progress on timely basis.