1.0 FTE Special Education Teacher (Beginning 2026-2027 School Year)

Young World Physical Education; Reading (MA); Sur place; USD 61 043 - 114 431; Plein temps

Résumé du poste

A public elementary school in Reading, Massachusetts is seeking a full-time Special Education Teacher starting in the 2026-2027 school year. The role involves teaching special education and modifying curriculum for students across various subjects. This position requires a Bachelor’s degree and a valid Massachusetts teacher license. Responsibilities include developing lesson plans, evaluating student progress, and engaging with parents. The ideal candidate possesses excellent communication and classroom management skills, along with a commitment to student development.

Qualifications

• Ability to apply current educational research.
• Experience in writing Individualized Education Plans (IEPs).
• Strong problem-solving skills to support student success.

Responsabilités

• Teach district-approved curriculum.
• Develop instructional materials and lesson plans.
• Evaluate students’ academic and social growth.
• Communicate regularly with parents regarding student progress.

Connaissances

Communication

Classroom Management

Collaboration

Adaptability

Instructional Technology

Formation

Bachelor's degree

Master’s degree (preferred)

Outils

Microsoft Office Suite

Description du poste

Job Details

Job ID: 5659462

Position Type: Full-Time

Salary: $61,043.90 to $114,431

Application Deadline: Posted until filled

Posted: Apr 21, 2026 4:00 AM (UTC)

Starting Date: Aug 24, 2026

Job Category: Special Education > General Special Education

Job Title

1.0 FTE Special Education Teacher (Beginning 2026-2027 School Year)

Location

Birch Meadow Elementary School, Reading Public Schools, Reading, Massachusetts

Job Description

SUMMARY: The Birch Meadow Elementary School is seeking a dynamic educator to teach special education. The special education teacher is responsible for all aspects of teaching and modifying curriculum for a full caseload of students across all core academic content areas. The Special Education Teacher will help students learn subject matter and skills, subject to Special Education Laws, that will contribute to their educational development, in consideration of their cognitive learning abilities.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Teaches district-approved curriculum.
• Develops appropriate instructional materials, activities, and lesson plans, with modifications and accommodations appropriate for individual students taking into consideration cognitive levels and age-appropriateness.
• Structures the classroom and establishes and maintains standards of student behavior to achieve an effective learning atmosphere.
• Creates an environment for learning through functional and attractive displays, interest centers and exhibits of student’s work.
• Evaluates students’ academic and social growth, keeps appropriate records and prepares progress reports.
• Identifies student needs, makes appropriate referrals, and develops and implements individual education plans.
• Participates in planning of curriculum goals and relevant student performance objectives.
• Helps students to develop individual learning goals and objectives.
• Evaluates individual student accomplishment of goals and objectives, records progress, and adjusts individual and group learning activities accordingly.
• Works with parents of individual children to help guide the growth and development of the children.
• Demonstrates an understanding of definitions, etiology, and characteristics of students’ disabilities.
• Demonstrates an understanding of Massachusetts Curriculum Frameworks and Common Core State Standards.
• Adapt the Massachusetts Curriculum Frameworks as needed.
• Integrate technology within instruction to increase student comprehension and interest.
• Participates in ongoing professional development activities related to student population and certification areas.
• Participates (as needed) to physically and safely support students (e.g., behavior‑preventative, blocking, escorts, restraints; medical-positioning, lifting, guide/escort).
• Communicates regularly with parents by means of newsletters, notes, phone calls, conferences, etc.
• Is available to students and parents for education‑related purposes outside the instructional day.
• Works with specialists, related service providers, staff members, parents and outside persons or agencies to assist students with special problems.
• Plans and coordinates the work of paraeducators, parents, and volunteers in the classroom and on field trips.
• Properly utilizes and conserves physical facilities, equipment and supplies.
• Assist in operating the school as a community of cooperative and constructive members.
• Maintains an understanding of the philosophies and principles utilized in District-wide programs.
• Follows state and federal special education regulations, as outlined in the IDEA and the requirements set forth in 603 CMR 28.00, and additional state/federal regulations.
• Follows all standards and indicators to the best of his or her ability, as described in the Reading Public Schools Teacher Assessment Process (TAP).

SUPERVISORY RESPONSIBILITIES

Supervises the classroom, students, paraeducators and parent volunteers.

QUALIFICATION REQUIREMENTS

Required Knowledge, Skills & Abilities

• Ability to apply knowledge of current research and theory in the educational field.
• Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned.
• Ability to communicate clearly and concisely both in oral and written form.
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public.
• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations.
• Ability to write reports, business correspondence, and procedure manuals.
• Ability to use reasoning ability to evaluate information and determine/recommend an appropriate course of action.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to use professional literature, evidence‑based research, and continuing education content to make practice decisions.
• Ability to establish and maintain effective working relationships with students, parents, staff and the community.
• Ability to work independently, prioritize tasks and manage several projects simultaneously.
• Uses instructional technology appropriately and works with students to facilitate their use of instructional technology.
• Ability to perform duties with awareness of all district requirements, state and federal laws, and Board of Education policies.
• Knowledge of special education procedures to maintain appropriate confidential records.
• Ability to react professionally and objectively to unpredictable situations (e.g., environmental changes, behavior/aggression, seizure activity, etc.).
• Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite.
• Experience writing IEPs.
• Competence regarding special education law and regulations.
• Experience evaluating student skills and writing reports to interpret/summarize findings.
• Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting.
• Strong problem‑solving skills to support student success.
• Strong data‑collection skills to help inform decisions for students.
• Strong organizational skills to balance the demands of a multi‑tasking position.

EDUCATION / EXPERIENCE

Minimum of a baccalaureate degree; master’s degree preferred.

LICENSES / CERTIFICATIONS

Teachers must possess valid Massachusetts teacher licensure appropriate to their student population, such as:

• Students with social‑emotional/behavioral disorders – Teacher of Moderate Special Needs
• Students with cognitive/communication/global needs – Teacher of Severe Disabilities

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 to instructional staff.

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.

Equal Opportunity Employer

Reading Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. It is unlawful in Massachusetts to require or administer a lie detector test as a condition of employment or continued employment. An employer who violates this law shall be subject to criminal penalties and civil liability.

Contact Information

• Stephen Burnham, Principal
• Birch Meadow Elementary School
• Email: [e-mail]