Extended School Year Special Education Teacher

Reading Public Schools; Massachusetts; On-site; USD 60,000 - 80,000; Full time

Job summary

The Reading Public Schools in Massachusetts seeks a Special Education Teacher for the Extended School Year program. The teacher will support students in developing and maintaining skills in accordance with IEP goals and state standards, adapting instruction to cognitive levels and age-appropriateness.

Responsibilities include designing lessons, collaborating with parents and specialists, maintaining records, and aligning activities with Core Standards.

Qualifications

• Bachelor's degree required; master's preferred.
• Massachusetts teacher licensure for appropriate student population (e.g., Moderate/Severe Disabilities).
• Knowledge of DESE policies and IDEA regulations; experience with IEPs.

Responsibilities

• Teaches district-approved and/or student-specific curriculum.
• Develops instructional materials and lesson plans with modifications and accommodations.
• Maintains classroom structure and behavior standards.
• Creates engaging learning environments and displays student work.
• Evaluates student progress and maintains records; prepares progress reports.
• Implements IEP goals and coordinates with specialists and parents.
• Plans curriculum goals and learning objectives; tracks performance.
• Coordinates paraeducators and supports safe student handling as needed.
• Follows state and federal special education regulations and TAP expectations.

Skills

Special Education Knowledge

Lesson Planning

Communication Skills

Confidential Records

Professional Conduct

Adaptability

Compliance with Laws

Education

Bachelor's degree

Master's degree preferred

Job description

SUMMARY:

The Reading Public Schools is seeking special education teachers for the Extended School Year program. ESY Dates: .The Special Education Teacher is to help student learn and maintain skills in 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:

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 for by this position. Other duties may be assigned.

• Teaches district-approved and/or student specific specialized curriculum.
• Develops appropriate instructional materials, activities, & 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 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 performance, and adjusts individual and group learning activities accordingly.
• Works with parents of individual children to help guide the growth and development of the children, as needed.
• Demonstrates an understanding of definitions, etiology, & characteristics of students’ disabilities.
• Demonstrates an understanding of various specialized materials and can align instruction with both IEP goals and Curriculum Common Core State Standards.
• 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, as may be needed.
• Works with specialists, related service providers, staff members, parents and outside persons or agencies to facilitate communication regarding important student needs.
• Plans and coordinates the work of paraeducators.
• Properly utilizes and conserves physical facilities, equipment and supplies.
• 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 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 Reading Public Schools Teacher Assessment Process (TAP).

SUPERVISORY RESPONSIBILITIES:

Supervises the classroom, students, paraeducators and parent volunteers.

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:

• Ability to apply knowledge of current research and theory to instructional program
• Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned
• Knowledge of special education procedures to maintain appropriate confidential records
• Ability to develop effective working relationships with students, staff and the school community
• Ability to communicate clearly and concisely both in oral and written form
• Ability to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.)
• Ability to perform duties with awareness of all district requirements, state and federal laws, and DESE policies

EDUCATION/EXPERIENCE:

Minimum of baccalaureate degree, master’s degree preferred.

LICENSES/CERTIFICATIONS:

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

• Teacher of Moderate Disabilities per age group.
• 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 out-put of students.

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.