Long Term Substitute Special Education Teacher (Moderate Needs) - Marlborough High School

Anova Education; Marlborough (MA); On-site; USD 36,900 - 50,737; Full time

Job summary

Anova Education is seeking a Long Term Substitute Special Education Teacher (Moderate Needs) in Marlborough, Massachusetts. The role involves supporting students per their IEPs, collaborating with general education teachers, and ensuring compliance with educational regulations. Candidates should possess a valid Massachusetts Special Education license and ideally a Master's degree. The position pays $200 per day for less than 90 days and $275 per day for longer durations. An equal opportunity employer, Anova is committed to inclusive education practices.

Qualifications

• Master’s degree preferred for the position.
• Valid Massachusetts licensure in Special Education covering grades 9-12 is preferred.
• Experience working with students in inclusion, small group and individual settings is required.

Responsibilities

• Provides direct instructional support as per student IEPs.
• Implements Individualized Educational Programs (IEPs) with measurable goals.
• Collaborates with general education teachers to modify curriculum.

Skills

Technology Use – School System Data base, standard Microsoft and Google products

Learning Strategies

Written and Oral Comprehension and Expression

Team Player

Education

Master’s degree from an accredited institution

Valid Massachusetts licensure in Special Education covering grades 9-12

SEI Endorsement on DESE License

Job description

Overview

Title of Position: Long Term Substitute Special Education Teacher (Moderate Needs)

Anticipated Dates of Employment: ASAP - May 29, 2026

Salary:

$200.00 per day for less than 90 days

$275.00 per day for 90+ days same subject, same classroom. DESE license required for positions 90+ days.

Organizational Relationship or Line of Authority:

Directly responsible to the High School Principal, Educational Team Leader, and Supervisors in areas of instruction and curriculum.

Statement of Duties:

• Provides direct and indirect instructional support to students as per their IEPs.
• Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
• Participates in the Team meeting process.
• Develops and implements Individualized Educational Programs (IEPs) with measurable goals and objectives.
• Ensures compliance with IEPs and timelines maintaining accurate and complete student records and preparing reports on children and activities, as required by laws, district policies and administrative regulations.
• Provides instruction with measurable outcomes and challenging tasks making progress towards requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Collaborates with the general education teachers to 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.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Collaborates with parents, outside agencies and all building staff.
• Shares with appropriate colleagues (e.g., general education, English learner staff and counseling staff) conclusions about student progress and seeks their feedback about instructional or assessment practices that will support improved student learning.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Develops students' interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
• Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
• Seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
• Performs other duties as assigned by building Principal.

Qualifications:

• Master’s degree from an accredited institution, preferred.
• Valid Massachusetts licensure in Special Education covering grades 9-12 preferred.
• Experience working with students within the inclusion, small group and individual settings.
• SEI Endorsement on DESE License preferred
• Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

Abilities:

• Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
• Learning Strategies— Selecting and using instructional methods and procedures appropriate for the situation.
• Written and Oral Comprehension and Expression— Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
• Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.