Special Education Teacher, Anchor Program Concord Middle School, Concord Public Schools
Concord Public Schools and Concord-Carlisle Regional School District
2 days ago
Full-time
On-site
Concord, Massachusetts, United States
Special Education Teacher, Anchor Program
Concord Middle School, Concord Public Schools
Immediate opening for the remainder of the 2025–2026 school year; position continues for the 2026–2027 school year
Concord Middle School is seeking a skilled and compassionate Special Education Teacher to join the Anchor Program, a substantially separate therapeutic program for middle school students with emotional disabilities and related social, emotional, behavioral, and mental health needs.
The Special Education Teacher in the Anchor Program is responsible for delivering specialized instruction, developing and implementing Individualized Education Programs (IEPs), and creating a structured, supportive classroom environment that helps students access learning and build regulation skills across the school day. This role includes academic planning, progress monitoring, behavior support, collaboration with related service providers and families, and supervision of program support staff.
The ideal candidate will have strong instructional practice, experience supporting students with significant social-emotional and behavioral needs, and the ability to lead a classroom that is therapeutic, predictable, and responsive to individual student needs.
Responsibilities:
-Provide direct specialized instruction to students in the Anchor Program in alignment with Massachusetts curriculum frameworks, district expectations, and student IEPs.
-Plan and deliver small-group and individualized instruction to support student progress in academic, behavioral, social-emotional, and executive functioning areas.
-Develop, write, and implement IEP goals and objectives and provide timely progress reports on student growth.
-Design and maintain classroom routines, structures, and supports that promote emotional regulation, engagement, and access to instruction.
-Develop, implement, and monitor behavior support plans, including contributing to Functional Behavioral Assessments and Behavior Intervention Plans as needed.
-Use student data to monitor academic and behavioral progress and adjust instruction and supports accordingly.
-Collaborate closely with related service providers, counselors, administrators, classroom teachers, and families to ensure coordinated support across settings.
-Support students in a variety of school settings, including the Anchor classroom, general education classes, transitions, lunch, and specialty classes, based on individual needs.
-Supervise special education assistants and support consistent implementation of instructional strategies, behavior plans, and therapeutic routines.
-Maintain responsive communication with families and staff regarding student progress, needs, and supports.
-Participate in Team meetings and maintain compliance with all state and federal special education requirements, district procedures, and timelines.
Qualifications:
-Required and Active and valid Massachusetts DESE Moderate Disabilities PreK–8 license
-SEI Endorsement
-Strong knowledge of special education law, IEP development and implementation, and state and federal compliance requirements
-Strong written communication skills
-Experience implementing behavior plans with the BCBA, and individualized supports for students with social-emotional and behavioral needs
-Ability to create a structured, therapeutic learning environment and respond effectively to student dysregulation
-Ability to make academic content accessible for students with emotional disabilities through differentiation, scaffolding, and individualized support
-Ability to collaborate effectively with colleagues, families, and multidisciplinary teams
-Preferred Master’s degree in Education or related field
-Minimum of three years of experience working with students with emotional disabilities
-Experience in a therapeutic, substantially separate, or social-emotional support program
-Experience at the middle school level
-Desired Skills and Attributes
The ideal candidate will be:
-Strong in planning and delivering specialized instruction
-Calm, consistent, and relational in working with students with emotional disabilities
-Skilled at balancing academic expectations with therapeutic and behavioral support
-Able to lead classroom routines and support staff with clarity and consistency
-Reflective, flexible, and collaborative
-Committed to helping students build the skills needed to access less restrictive settings when appropriate
Concord Middle School, Concord Public Schools
Immediate opening for the remainder of the 2025–2026 school year; position continues for the 2026–2027 school year
Concord Middle School is seeking a skilled and compassionate Special Education Teacher to join the Anchor Program, a substantially separate therapeutic program for middle school students with emotional disabilities and related social, emotional, behavioral, and mental health needs.
The Special Education Teacher in the Anchor Program is responsible for delivering specialized instruction, developing and implementing Individualized Education Programs (IEPs), and creating a structured, supportive classroom environment that helps students access learning and build regulation skills across the school day. This role includes academic planning, progress monitoring, behavior support, collaboration with related service providers and families, and supervision of program support staff.
The ideal candidate will have strong instructional practice, experience supporting students with significant social-emotional and behavioral needs, and the ability to lead a classroom that is therapeutic, predictable, and responsive to individual student needs.
Responsibilities:
-Provide direct specialized instruction to students in the Anchor Program in alignment with Massachusetts curriculum frameworks, district expectations, and student IEPs.
-Plan and deliver small-group and individualized instruction to support student progress in academic, behavioral, social-emotional, and executive functioning areas.
-Develop, write, and implement IEP goals and objectives and provide timely progress reports on student growth.
-Design and maintain classroom routines, structures, and supports that promote emotional regulation, engagement, and access to instruction.
-Develop, implement, and monitor behavior support plans, including contributing to Functional Behavioral Assessments and Behavior Intervention Plans as needed.
-Use student data to monitor academic and behavioral progress and adjust instruction and supports accordingly.
-Collaborate closely with related service providers, counselors, administrators, classroom teachers, and families to ensure coordinated support across settings.
-Support students in a variety of school settings, including the Anchor classroom, general education classes, transitions, lunch, and specialty classes, based on individual needs.
-Supervise special education assistants and support consistent implementation of instructional strategies, behavior plans, and therapeutic routines.
-Maintain responsive communication with families and staff regarding student progress, needs, and supports.
-Participate in Team meetings and maintain compliance with all state and federal special education requirements, district procedures, and timelines.
Qualifications:
-Required and Active and valid Massachusetts DESE Moderate Disabilities PreK–8 license
-SEI Endorsement
-Strong knowledge of special education law, IEP development and implementation, and state and federal compliance requirements
-Strong written communication skills
-Experience implementing behavior plans with the BCBA, and individualized supports for students with social-emotional and behavioral needs
-Ability to create a structured, therapeutic learning environment and respond effectively to student dysregulation
-Ability to make academic content accessible for students with emotional disabilities through differentiation, scaffolding, and individualized support
-Ability to collaborate effectively with colleagues, families, and multidisciplinary teams
-Preferred Master’s degree in Education or related field
-Minimum of three years of experience working with students with emotional disabilities
-Experience in a therapeutic, substantially separate, or social-emotional support program
-Experience at the middle school level
-Desired Skills and Attributes
The ideal candidate will be:
-Strong in planning and delivering specialized instruction
-Calm, consistent, and relational in working with students with emotional disabilities
-Skilled at balancing academic expectations with therapeutic and behavioral support
-Able to lead classroom routines and support staff with clarity and consistency
-Reflective, flexible, and collaborative
-Committed to helping students build the skills needed to access less restrictive settings when appropriate