Long Term Substitute - Special Education Teacher (26-27 School Year)

Bellingham Public Schools; Bellingham (MA); On-site; USD 45,000 - 60,000; Full time

Job summary

Bellingham Public Schools is seeking a Long Term Substitute Special Education Teacher for the 26-27 school year at DiPietro Elementary School. This role involves planning and providing specialized instruction for students with disabilities, adhering to state and federal regulations.

The ideal candidate will have a strong understanding of special education laws, excellent communication skills, and appropriate MA DESE certification. The position offers a supportive environment for educational development with the flexibility to address diverse student needs.

Qualifications

• Experience with inclusion and small group settings.
• Experience working with students with social/emotional needs.
• Experience delivering specialized instruction.

Responsibilities

• Provide direct and indirect instructional support to students.
• Develop and implement IEPs with measurable goals.
• Administer and interpret standardized assessments.

Skills

Communication skills

Knowledge of special education laws

Organizational skills

Collaborative work with staff

Ability to implement behavioral strategies

Education

MA DESE Certification in Moderate Disabilities

Massachusetts Certification in Elementary

Master’s Degree

Job description

BELLINGHAM PUBLIC SCHOOLS

BELLINGHAM, MASSACHUSETTS

~ANTICIPATED OPENING 2026-2027 SCHOOL YEAR~

TITLE: Long Term Substitute Special Education Teacher -26-27 School Year - 1 Year Only DiPietro Elementary School

POSITION SUMMARY:

Under the direction of the school principal and assistant superintendent for student services, the special education teacher plans and provides appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized designed instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aids, modifications, accommodations, and other needed support.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Provide direct and indirect instructional support to students in a positive environment.
2. Develop and implement Individualized Educational Programs (IEPs) with measurable goals and objectives (SMART Goals).
3. Administer and interpret a variety of standardized academic assessments and construct professional assessment summary reports.
4. Adhere to and implement state and federal special education laws, regulations, and mandates.
5. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
6. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
7. Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) and positive behavioral support plans by employing techniques in an overall positive behavioral support system.
8. Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student’s IEP.
9. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
10. Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
11. Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
12. Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
13. Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
14. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
15. Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
16. Provide crisis intervention, as needed, for students and those in inclusive classrooms.
17. Assist in collection of data for providing appropriate classroom interventions.
18. Serve as a member of a multidisciplinary team as appropriate.
19. Assist in preparation of data for local, state, and federal reports.
20. Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
21. Perform related work as required.

SKILLS/ABILITY:

1. Excellent oral and written communication skills.
2. Working knowledge of state and federal special education laws, regulations, and mandates.
3. Work collaboratively with staff, parents, administrators.
4. Excellent organizational skills.
5. Knowledge of and ability to implement social skills groups.
6. Ability to implement and utilize positive behavioral intervention strategies and de-escalation strategies.

CERTIFICATES, LICENSES and/or DEGREE REQUIREMENTS:

1. Appropriate MA DESE Certification Required in Moderate Disabilities (Prek‑8 or 5‑12).
2. Massachusetts Certification in Elementary 1‑6,Preferred (if applicable).
3. Master’s Degree Preferred.
4. Experience working with students within inclusion, small group and individual settings.
5. Experience working with students with social/emotional needs preferred.
6. Experience working with Elementary students.
7. Experience delivering specialized instruction targeting individual student goals.
8. SEI Endorsement Course Required.

SALARY: BTA Contract – Long Term Substitute Rate

PHYSICAL WORKING CONDITIONS:

You are required to be physically capable of escorting students from the building in case of a practice drill or emergency situation in a safe and timely fashion.
Must be able to move about the classroom and have the ability to bend, sit or stand frequently.

REPORTS TO: Building Principal

SUPERVISORY RESPONSIBILITIES: Students & Support Staff