Language-Based Special Education Teacher - Multisensory Reading

Young World Physical Education

Stoneham (MA)

On-site

USD 63,000 - 118,000

Full time

4 days ago
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Job summary

Stoneham Public Schools is seeking a Language Based Special Education Teacher for Stoneham Central Middle School. The role focuses on multisensory reading instruction (Wilson/Orton-Gillingham) and writing/math support, collaborating with staff to monitor student progress and conduct evaluations.

The position requires MA licensure in moderate disabilities, strong collaboration, and experience with IEPs, assessment interpretation, and evidence-based practices.

Qualifications

  • MA license in moderate special needs.
  • Experience collaborating with colleagues.
  • Training in specialized reading instructional practices/programs; Wilson Reading/Orton-Gillingham preferred.
  • Knowledge of Academic Evaluation process and assessments.
  • Knowledge and experience in IEP writing, progress monitoring and research-based best practices for reading, math and writing instruction.
  • Experience with accommodations and instructional methods/materials.

Responsibilities

  • Collaborate with classroom teachers and monitor progress for students on caseload.
  • Conduct Academic Evaluations and prepare oral and written reports.
  • Participate in data team meetings and monitor progress of students.
  • Communicate with families and report to supervisory staff.

Skills

Collaboration

Education

MA license in moderate special needs
Wilson Reading/Orton-Gillingham cert. preferred

Job description

Stoneham Public Schools is seeking a Language Based Special Education Teacher for Stoneham Central Middle School. The role focuses on multisensory reading instruction (Wilson/Orton-Gillingham) and writing/math support, collaborating with staff to monitor student progress and conduct evaluations.

The position requires MA licensure in moderate disabilities, strong collaboration, and experience with IEPs, assessment interpretation, and evidence-based practices.

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