Elementary Special Education Teacher: Autism Specific Classroom*

Charlton Street School

Southbridge (MA)

On-site

USD 45,000 - 65,000

Full time

14 days+

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Job summary

A local educational institution in Southbridge seeks a passionate Elementary Special Education Teacher for an Autism Specific Classroom. This role involves implementing specialized instruction and collaborating with teachers to meet students' needs. Ideal candidates hold a Bachelor’s degree and a Massachusetts Teaching License. Strong skills in behavioral assessment, differentiated instruction, and classroom management are essential. The position offers a chance to impact students' lives positively, with immediate starting date available.

Qualifications

Bachelor's degree from an accredited institution.
Valid Massachusetts Teaching License in Moderate or Severe Disabilities.
Current authorization to work in the United States.

Responsibilities

Implement individualized academic and specialized instruction.
Collaborate with classroom teachers to support student needs.
Assess student progress and provide feedback.

Skills

Collaborative teaching

Behavioral assessment

Differentiated instruction

Classroom management

Use of assistive technology

Education

Bachelor’s degree or higher

Massachusetts Teaching License

SEI Endorsement or ESL License

Job description

Elementary Special Education Teacher: Autism Specific Classroom*

Southbridge Public Schools Charlton Street School - Southbridge, Massachusetts.

Starting Date: Immediately

Job Description

Background on Southbridge Public Schools: Southbridge Public Schools serve approximately 2,200 students in six schools. The district is presently undergoing extensive turnaround at all levels, with the assistance of the Massachusetts Department of Elementary and Secondary Education. This creates unique opportunities for teachers and students. One example is a recently announced, long‑term partnership with the University of Connecticut to develop Southbridge Schools as a national demonstration site for successful implementation of PBIS strategies. Additionally, our district is the recipient of a number of significant grants that are allowing us to creatively redesign secondary school curriculum enhancements, improve culture and climate, and expand after‑school opportunities for students. If you feel strongly about improving the educational experience for students and have a commitment to social justice, Southbridge Public Schools welcomes you.

More information about the district’s turnaround efforts can be found here.

POSITION: Special Education Teacher

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 toward objectives, expectations, and/or goals (e.g., behavioral, motor development, communication skills, academic needs, vocational abilities, etc.) for the 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 with parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and 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 multidisciplinary 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 are held during the extended day.
Attends 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.
Contributes to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well‑being.
Strives to maintain and improve professional competence.
Provides supervision to assigned paraprofessionals.
Coordinates student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.
Consults with staff and administration on instructional/student issues as an active, participatory team member.

Perform other duties as reasonably required.

Qualifications – Required

Education: 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 Teacher of Students with Severe Disabilities, All Levels.
Hold a valid Massachusetts SEI Endorsement OR Grade‑level appropriate ESL License.
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.

Qualifications – Preferred

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

Note: The Receiver may review and adjust the salary of an individual employee in order to attract or retain a highly qualified employee or when he otherwise determines such an adjustment is in the best interest of the district.

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.

Job Details

Job ID: 5437339

Application Deadline: Dec 31, 2026 11:59 PM (EST)

Posted: Nov 12, 2025 5:00 AM (UTC)

Starting Date: Immediately

Job Requirements