Special Education Teacher Sutton Middle School
Sutton Public Schools
Full-time
On-site
Sutton, Massachusetts, United States
POSITION TITLE: Special Education Teacher
REPORTS TO: Principal and/or Director of Special Education
SUMMARY: Teacher of a substantially separate classroom responsible for developing
special education students' success in academics, interpersonal skills and
activities of daily living; supervising students within the classroom and
other assigned areas; developing lesson plans and delivering group and
individual student instruction within established curriculum guidelines;
collaborating with other teachers, other professional staff, and
administrators in addressing instructional and/or classroom issues; and
responding to a wide range of inquiries from students’ parents or guardians
regarding instructional program and student progress.
POSITION TYPE: Full-time
ESSENTIAL DUTIES & RESPONSIBILITIES:
The essential functions or duties listed below are illustrations of the type of work that is
performed and is not an exhaustive list of the duties performed by this position. Other duties
may be assigned by the Superintendent and/or the Superintendent’s designee.
● Understands and delivers curriculum area, including determining appropriate entry levels
of MA Curriculum Frameworks
● Adapts classroom work for the purpose of providing students with instructional materials
that address individualized education programs (IEPs)
● Develops and understands all IEP processes and procedures
● Administers developmental testing programs, subject specific assessments, etc. for the
purpose of assessing student levels, reporting progress, and/or developing IEPs
● Completes MCAS Alternative Assessment Submissions when necessary to demonstrate
student progress.
● Strong ability to collaborate with all constituents, including related service providers, as
well as instructional assistants
● Establishes strong communication with parents and/or legal guardians of student progress
for the purpose of communicating expectations; student's achievements; developing
methods for improvement and/or reinforcing classroom goals in the home environment
● Knowledge of Assistive Technology for communication
● Experience developing ABA programs and their implementation
● Knowledge of de-escalation techniques and restraint procedures for the purpose of
providing a safe and optimal learning environment
● Participates in a variety of meetings, including IEPs, for the purpose of conveying and/or
gathering information required to perform functions
● Collaborate with others to maximize student growth and outcomes related to IEP goals and
objectives.
● Prepares a variety of necessary documents (e.g., adaptive materials, grades, attendance,
anecdotal records, IEPs, behavior logs, etc.) for the purpose of documenting student
progress and meeting mandated requirements
● Reports incidents (e.g., fights, suspected child abuse, suspected substance abuse, etc.) for
the purpose of maintaining personal safety of students, providing a positive learning
environment and adhering to state and federal laws and district policies
● Performs other duties as assigned by the Principal or Director of Special Education
SUPERVISORY RESPONSIBILITIES:
Supervises the classroom and students
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or
abilities required. The Superintendent may waive or modify the qualification requirements.
REQUIRED KNOWLEDGE, SKILLS & ABILITIES:
● Understands and delivers curriculum areas, including determining appropriate entry
levels for MA Curriculum Frameworks and Guidelines for grades 6-12
● Adapts classroom work for the purpose of providing students with instructional materials
that address individualized education programs (IEPs) and all learning styles of children.
● Plan and implement activities that meet the physical, intellectual, emotional, and social
needs of their students
● Provide tools and resources for children to use and explore during learning and play
activities
● Monitor and support individual needs.
● Implement IEP, collect data for goals, and create and attend annual IEP meetings.
● Maintain safe, clean, healthy, and developmentally appropriate environments Establish
and enforce rules of behavior for children in their classrooms
● Maintain confidentiality and a high level of professionalism at all times
● Maintain compliance with all state regulations related to the Massachusetts DESE
● Participate in professional development and monthly staff meetings Performs other duties
as assigned
● Administers developmental testing programs, subject-specific assessments, etc. for the
purpose of assessing student levels, reporting progress, and/or developing IEPs
● Strong ability to collaborate with all constituents, including related service providers, as
well as instructional assistants
● Establishes strong communication with parents and/or legal guardians of student progress
for the purpose of communicating expectations; student's achievements; developing
methods for improvement and/or reinforcing classroom goals in the home environment
● Knowledge of Assistive Technology for communication
● Knowledge of de-escalation techniques and restraint procedures for the purpose of
providing a safe and optimal learning environment
● Participates in a variety of meetings, including IEPs, for the purpose of conveying and/or
gathering information required to perform functions
● Prepares a variety of necessary documents (e.g., adaptive materials, grades, attendance,
anecdotal records, IEPs, behavior logs, etc.) for the purpose of documenting student
progress and meeting mandated requirements
● Reports incidents (e.g., fights, suspected child abuse, suspected substance abuse, etc.) for
the purpose of maintaining the personal safety of students, providing a positive learning
environment, and adhering to state and federal laws and district policies
● Performs other duties as assigned by the Principal or Director of Special Education
● Follows state and federal special education regulations, as outlined in the IDEA and the
requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances
clarify or further elaborate, the special education rights and responsibilities set forth in
state statute (M.G.L. c. 71B), federal statute (20 U.S.C. §1400 et seq. as amended), and
federal regulations (34 CFR §300 et seq. as amended).
● Follows all standards and indicators to the best of his or her ability, as described in the
Sutton Public Schools
● Adheres to the voted upon collective bargaining agreement and any applicable
MOUs/MOAs between the Sutton Teachers Association and School Committee
EDUCATION / EXPERIENCE:
Bachelor’s Degree in Education/Special Education
LICENSES / CERTIFICATIONS:
Hold a Massachusetts DESE licensure for Moderate and/or Intensive Special Needs
Restraint experienced beneficial
PHYSICAL DEMANDS:
The employee must be able to remain stationary for extended periods and occasionally move
throughout the school building as needed. Regular use of hands for typing, handling objects,
and operating tools is required, along with sufficient grip strength for various tasks. The role
involves frequent use of a computer and standard office equipment such as a calculator, copier,
and printer. The employee must be able to enter data, read from screens, and review handwritten
or printed materials, with or without visual aids. Clear and effective communication with
students, parents, and colleagues—both in person and over the phone—is essential. Strong
visual and auditory awareness is necessary to ensure student safety and provide meaningful
feedback.
WORK ENVIRONMENT:
The employee will be working in a normal school environment with an acceptable level of noise.
The employee interacts with students, parents, and other staff members. The employee is
directly responsible for the safety, well-being, and work output of students. While the majority
of the work day is spent inside, the employee must spend time outdoors for fire drills and/or
special activities.
The physical demands and 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. This job description does not constitute an employment agreement between the
employer and employee, and is subject to change by the employer, as the needs of the employer
and the requirements of the job change.
REPORTS TO: Principal and/or Director of Special Education
SUMMARY: Teacher of a substantially separate classroom responsible for developing
special education students' success in academics, interpersonal skills and
activities of daily living; supervising students within the classroom and
other assigned areas; developing lesson plans and delivering group and
individual student instruction within established curriculum guidelines;
collaborating with other teachers, other professional staff, and
administrators in addressing instructional and/or classroom issues; and
responding to a wide range of inquiries from students’ parents or guardians
regarding instructional program and student progress.
POSITION TYPE: Full-time
ESSENTIAL DUTIES & RESPONSIBILITIES:
The essential functions or duties listed below are illustrations of the type of work that is
performed and is not an exhaustive list of the duties performed by this position. Other duties
may be assigned by the Superintendent and/or the Superintendent’s designee.
● Understands and delivers curriculum area, including determining appropriate entry levels
of MA Curriculum Frameworks
● Adapts classroom work for the purpose of providing students with instructional materials
that address individualized education programs (IEPs)
● Develops and understands all IEP processes and procedures
● Administers developmental testing programs, subject specific assessments, etc. for the
purpose of assessing student levels, reporting progress, and/or developing IEPs
● Completes MCAS Alternative Assessment Submissions when necessary to demonstrate
student progress.
● Strong ability to collaborate with all constituents, including related service providers, as
well as instructional assistants
● Establishes strong communication with parents and/or legal guardians of student progress
for the purpose of communicating expectations; student's achievements; developing
methods for improvement and/or reinforcing classroom goals in the home environment
● Knowledge of Assistive Technology for communication
● Experience developing ABA programs and their implementation
● Knowledge of de-escalation techniques and restraint procedures for the purpose of
providing a safe and optimal learning environment
● Participates in a variety of meetings, including IEPs, for the purpose of conveying and/or
gathering information required to perform functions
● Collaborate with others to maximize student growth and outcomes related to IEP goals and
objectives.
● Prepares a variety of necessary documents (e.g., adaptive materials, grades, attendance,
anecdotal records, IEPs, behavior logs, etc.) for the purpose of documenting student
progress and meeting mandated requirements
● Reports incidents (e.g., fights, suspected child abuse, suspected substance abuse, etc.) for
the purpose of maintaining personal safety of students, providing a positive learning
environment and adhering to state and federal laws and district policies
● Performs other duties as assigned by the Principal or Director of Special Education
SUPERVISORY RESPONSIBILITIES:
Supervises the classroom and students
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or
abilities required. The Superintendent may waive or modify the qualification requirements.
REQUIRED KNOWLEDGE, SKILLS & ABILITIES:
● Understands and delivers curriculum areas, including determining appropriate entry
levels for MA Curriculum Frameworks and Guidelines for grades 6-12
● Adapts classroom work for the purpose of providing students with instructional materials
that address individualized education programs (IEPs) and all learning styles of children.
● Plan and implement activities that meet the physical, intellectual, emotional, and social
needs of their students
● Provide tools and resources for children to use and explore during learning and play
activities
● Monitor and support individual needs.
● Implement IEP, collect data for goals, and create and attend annual IEP meetings.
● Maintain safe, clean, healthy, and developmentally appropriate environments Establish
and enforce rules of behavior for children in their classrooms
● Maintain confidentiality and a high level of professionalism at all times
● Maintain compliance with all state regulations related to the Massachusetts DESE
● Participate in professional development and monthly staff meetings Performs other duties
as assigned
● Administers developmental testing programs, subject-specific assessments, etc. for the
purpose of assessing student levels, reporting progress, and/or developing IEPs
● Strong ability to collaborate with all constituents, including related service providers, as
well as instructional assistants
● Establishes strong communication with parents and/or legal guardians of student progress
for the purpose of communicating expectations; student's achievements; developing
methods for improvement and/or reinforcing classroom goals in the home environment
● Knowledge of Assistive Technology for communication
● Knowledge of de-escalation techniques and restraint procedures for the purpose of
providing a safe and optimal learning environment
● Participates in a variety of meetings, including IEPs, for the purpose of conveying and/or
gathering information required to perform functions
● Prepares a variety of necessary documents (e.g., adaptive materials, grades, attendance,
anecdotal records, IEPs, behavior logs, etc.) for the purpose of documenting student
progress and meeting mandated requirements
● Reports incidents (e.g., fights, suspected child abuse, suspected substance abuse, etc.) for
the purpose of maintaining the personal safety of students, providing a positive learning
environment, and adhering to state and federal laws and district policies
● Performs other duties as assigned by the Principal or Director of Special Education
● Follows state and federal special education regulations, as outlined in the IDEA and the
requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances
clarify or further elaborate, the special education rights and responsibilities set forth in
state statute (M.G.L. c. 71B), federal statute (20 U.S.C. §1400 et seq. as amended), and
federal regulations (34 CFR §300 et seq. as amended).
● Follows all standards and indicators to the best of his or her ability, as described in the
Sutton Public Schools
● Adheres to the voted upon collective bargaining agreement and any applicable
MOUs/MOAs between the Sutton Teachers Association and School Committee
EDUCATION / EXPERIENCE:
Bachelor’s Degree in Education/Special Education
LICENSES / CERTIFICATIONS:
Hold a Massachusetts DESE licensure for Moderate and/or Intensive Special Needs
Restraint experienced beneficial
PHYSICAL DEMANDS:
The employee must be able to remain stationary for extended periods and occasionally move
throughout the school building as needed. Regular use of hands for typing, handling objects,
and operating tools is required, along with sufficient grip strength for various tasks. The role
involves frequent use of a computer and standard office equipment such as a calculator, copier,
and printer. The employee must be able to enter data, read from screens, and review handwritten
or printed materials, with or without visual aids. Clear and effective communication with
students, parents, and colleagues—both in person and over the phone—is essential. Strong
visual and auditory awareness is necessary to ensure student safety and provide meaningful
feedback.
WORK ENVIRONMENT:
The employee will be working in a normal school environment with an acceptable level of noise.
The employee interacts with students, parents, and other staff members. The employee is
directly responsible for the safety, well-being, and work output of students. While the majority
of the work day is spent inside, the employee must spend time outdoors for fire drills and/or
special activities.
The physical demands and 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. This job description does not constitute an employment agreement between the
employer and employee, and is subject to change by the employer, as the needs of the employer
and the requirements of the job change.