Autism SPED Teacher - Inclusive Classroom Leader

Southbridge Public Schools; Southbridge (MA); On-site; USD 50,000 - 70,000; Full time

Job summary

A local school district in Southbridge, Massachusetts is seeking a Special Education Teacher for its Autism Specific Classroom. The ideal candidate will implement personalized instruction using multi-sensory techniques and collaborate closely with other educators. Qualifications include a valid Massachusetts Teaching License, a Bachelor's degree, and the ability to work with diverse learners. A commitment to fostering an inclusive environment is essential.

Qualifications

• Bachelor’s degree or higher from an accredited institution.
• Hold a valid Massachusetts Teaching License in Teacher of Students with Moderate Disabilities PreK-8 or Severe Disabilities.
• Current authorization to work in the United States.

Responsibilities

• Implement direct/explicit academic instruction across content areas.
• Collaborate with other teachers and specialists to provide comprehensive services.
• Assess student progress and provide feedback.

Skills

Urban school experience

Instructional strategies

Collaboration

Multi-sensory teaching

Bilingual proficiency (Spanish/English)

Education

Bachelor’s degree or higher

Valid Massachusetts Teaching License

Massachusetts SEI Endorsement

Job description

Southbridge Public Schools serve approximately 2,000 students across six schools—and we are in the midst of an exciting and measurable transformation. With support from the Massachusetts Department of Elementary and Secondary Education, we’re seeing real gains in student achievement and school culture. Twice recognized as a Gold-Level PBIS District, we’re proud of the academic growth our students are demonstrating and the positive momentum building across K–12. This progress is fueled by passionate educators, high-quality curriculum, targeted professional development, and an unwavering commitment to our students.

Many of our learners face significant challenges, but our educators don’t see limits—they see potential. We are a team that believes in the power of high expectations, strong relationships, and consistent support to drive student success. As we continue to accelerate our progress, we’re seeking educators who are committed, reflective, and ready to collaborate in a learning-focused, student-centered environment.

If you’re ready to make a meaningful difference and grow as part of a dedicated team, consider building your career with Southbridge Public Schools.

POSITION: Special Education Teacher for Autism Specific Classroom: 3 Openings

REPORTS TO:Building Principal

ACCOUNTABILITY OBJECTIVE:

Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in an inclusion setting.

PRINCIPAL ACCOUNTABILITIES:

• Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.
• Collaborate with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.
• Promote and assist in the implementation of research-based strategies to ensure the transition and generalization of students’ academic and social goals within the regular education environment and throughout the school.
• Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills academic needs, vocational abilities, etc.) for purpose of providing feedback to students, parents and administration.
• Serve as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the Team process (conducting Annual Reviews, conferencing w/ parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.
• Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.
• Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Guides the learning process toward the achievement of established district curriculum goals, establishes and communicates clear
objectives to the students for all lessons, units and projects.
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor as required by the teachers’ contract.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs of capabilities of the individuals or student groups involved.
• Strives by instruction and action to implement the district’s philosophy of education, instructional goals and objectives and performance
expectations.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Diagnoses the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Follows the Southbridge Public Schools code of conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in a fair and just manner.
• Plans and supervises assignments for paraprofessionals, and makes written evaluations as required.
• Maintains an ongoing program of professional growth that satisfies district requirements but also satisfies personal expectations as a professional.
• Takes an active part in the contractually-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.
• Attends building and district meetings to promote communication and mutual decision making among the staff; said meetings to be
held during the extended day.
• Attend established traditional school sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and the faculty consistent with the teachers’ contract.
• Contribute to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.
• Strives to maintain and improve professional competence.
• Provide supervision to assigned paraprofessionals.
• Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.
• Consult with staff and administration on instructional/student issues as an active, participatory Team member.

Perform other duties as reasonably required.

QUALIFICATIONS - REQUIRED:

1. Education: Bachelor’s degree or higher from an accredited institution;
2. Hold a valid Massachusetts Teaching License inTeacher of Students with Moderate Disabilities PreK-8ORTeacher of Students with Severe Disabilities All Grades
3. Hold a valid Massachusetts SEI Endorsement OR Grade-level appropriate ESL License;
4. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified;
5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

QUALIFICATIONS-PREFERRED:

1. Experience in urban, high-poverty, and/or turnaround schools;
2. Major/minor in specific teaching content area;
3. Additional certification in Teacher of English Language Learners (ESL);
4. Demonstrated experience in English Language Development (ELD) and Sheltered English Immersion (SEI) strategies strongly preferred;
5. Bilingual language proficiency (Spanish/English) strongly preferred.
6. The applicant should have knowledge and/or experience with students with moderate to severe needs.

Equal Opportunity Employer

Southbridge Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, creed, national origin, sex, gender identity, disability, religion, age, or sexual orientation.