Special Education Teacher – Social Emotional Learning Program (Grades 2–5)
Douglas Public Schools
Full-time
On-site
Douglas, Massachusetts, United States
The Douglas Elementary School is looking for a 1.0 FTE Special Education Teacher for the 2025-2026 School Year to join our team.
Special Education Teacher – Social Emotional Learning Program (Grades 2–5)
Location: Douglas Elementary School, Douglas, MA
Reports To: Building Principal / Director of Student Services
Position Type: 1.0 FTE, Full-Time, School-Year
School Year: 2025–2026
Position Overview:
Douglas Elementary School is seeking a dedicated and compassionate Moderate Needs Special Education Teacher to join our Grades 2–5 Social Emotional Learning program. This full-time position serves students with moderate disabilities who benefit from a structured, supportive, and emotionally responsive learning environment. The ideal candidate will possess a strong foundation in academic instruction, behavior support, and social-emotional learning and will be committed to helping all students thrive.
Key Responsibilities:
Individualized Instruction
Develop and implement IEPs aligned with DESE standards and individualized to meet diverse academic and developmental needs.
Deliver differentiated, scaffolded instruction across core content areas in alignment with student goals.
Therapeutic Milieu
Create and maintain a predictable, emotionally safe classroom environment that promotes regulation, self-advocacy, and social skill development.
Integrate therapeutic strategies and supports into daily routines and classroom expectations.
Behavior Management
Implement proactive, evidence-based behavior strategies and individualized Behavior Intervention Plans (BIPs).
Collaborate with the support team to address behavioral concerns using a trauma-sensitive approach.
Crisis Intervention
Utilize de-escalation and crisis prevention techniques (e.g., CPI, Safety-Care) in response to student dysregulation.
Support student and classroom recovery following incidents to restore a positive learning environment.
Collaboration & Teaming
Work closely with general education teachers, related service providers, and paraprofessionals to support inclusive practices.
Actively engage families in the IEP process and maintain strong home-school communication.
Assessment & Progress Monitoring
Conduct ongoing academic and behavioral assessments to guide instruction and intervention.
Track and report progress toward IEP goals and adjust instruction accordingly.
Instructional Strategies
Utilize multi-sensory, trauma-informed, and developmentally appropriate teaching techniques.
Incorporate assistive technology and tools to promote student access and engagement.
Communication
Maintain consistent, clear, and professional communication with families, team members, and administrators.
Document and share student progress, behavior data, and relevant classroom updates.
Training & Mentoring
Provide modeling, coaching, and support to paraprofessionals and classroom staff in behavior and instructional practices.
Participate in ongoing professional development in special education, SEL, and mental health-informed instruction.
Program Development
Support the continuous improvement of therapeutic programming at the elementary level.
Contribute to school-wide initiatives that promote inclusivity and trauma-sensitive practices.
Qualifications:
Required: Valid Massachusetts DESE licensure in Moderate Disabilities (PreK–8)
Preferred:
Experience in a therapeutic or self-contained special education setting
Certification or training in crisis prevention/intervention (e.g., CPI, Safety-Care)
Strong interpersonal, organizational, and collaboration skills
Qualifications:
Massachusetts DESE licensure in Moderate Disabilities (PreK–8) required.
Experience working in an inclusive co-teaching setting is preferred.
Strong knowledge of special education laws, inclusive practices, and differentiated instruction.
Excellent communication, collaboration, and organizational skills.
Special Education Teacher – Social Emotional Learning Program (Grades 2–5)
Location: Douglas Elementary School, Douglas, MA
Reports To: Building Principal / Director of Student Services
Position Type: 1.0 FTE, Full-Time, School-Year
School Year: 2025–2026
Position Overview:
Douglas Elementary School is seeking a dedicated and compassionate Moderate Needs Special Education Teacher to join our Grades 2–5 Social Emotional Learning program. This full-time position serves students with moderate disabilities who benefit from a structured, supportive, and emotionally responsive learning environment. The ideal candidate will possess a strong foundation in academic instruction, behavior support, and social-emotional learning and will be committed to helping all students thrive.
Key Responsibilities:
Individualized Instruction
Develop and implement IEPs aligned with DESE standards and individualized to meet diverse academic and developmental needs.
Deliver differentiated, scaffolded instruction across core content areas in alignment with student goals.
Therapeutic Milieu
Create and maintain a predictable, emotionally safe classroom environment that promotes regulation, self-advocacy, and social skill development.
Integrate therapeutic strategies and supports into daily routines and classroom expectations.
Behavior Management
Implement proactive, evidence-based behavior strategies and individualized Behavior Intervention Plans (BIPs).
Collaborate with the support team to address behavioral concerns using a trauma-sensitive approach.
Crisis Intervention
Utilize de-escalation and crisis prevention techniques (e.g., CPI, Safety-Care) in response to student dysregulation.
Support student and classroom recovery following incidents to restore a positive learning environment.
Collaboration & Teaming
Work closely with general education teachers, related service providers, and paraprofessionals to support inclusive practices.
Actively engage families in the IEP process and maintain strong home-school communication.
Assessment & Progress Monitoring
Conduct ongoing academic and behavioral assessments to guide instruction and intervention.
Track and report progress toward IEP goals and adjust instruction accordingly.
Instructional Strategies
Utilize multi-sensory, trauma-informed, and developmentally appropriate teaching techniques.
Incorporate assistive technology and tools to promote student access and engagement.
Communication
Maintain consistent, clear, and professional communication with families, team members, and administrators.
Document and share student progress, behavior data, and relevant classroom updates.
Training & Mentoring
Provide modeling, coaching, and support to paraprofessionals and classroom staff in behavior and instructional practices.
Participate in ongoing professional development in special education, SEL, and mental health-informed instruction.
Program Development
Support the continuous improvement of therapeutic programming at the elementary level.
Contribute to school-wide initiatives that promote inclusivity and trauma-sensitive practices.
Qualifications:
Required: Valid Massachusetts DESE licensure in Moderate Disabilities (PreK–8)
Preferred:
Experience in a therapeutic or self-contained special education setting
Certification or training in crisis prevention/intervention (e.g., CPI, Safety-Care)
Strong interpersonal, organizational, and collaboration skills
Qualifications:
Massachusetts DESE licensure in Moderate Disabilities (PreK–8) required.
Experience working in an inclusive co-teaching setting is preferred.
Strong knowledge of special education laws, inclusive practices, and differentiated instruction.
Excellent communication, collaboration, and organizational skills.