Special Education Teacher (Moderate Needs) - 1LT. Charles W. Whitcomb School (Middle School)
Marlborough-Public-Schools
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Job summary
Marlborough Public Schools Whitcomb Middle School in Marlborough, MA, seeks a Special Education Teacher (Moderate Needs) to support students in grades 6–8 under IEPs, collaborate with general education staff, and implement data-driven instruction.
The role emphasizes high expectations, safe learning environments, family partnerships, and culturally proficient practices; ongoing assessment, differentiation, and alignment with state standards.
Qualifications
- Master’s degree from an accredited institution, preferred.
- Valid Massachusetts DESE licensure in Special Education in Moderate/Severe for grades 6–8.
- Experience in inclusion, small group and individual settings.
- SEI Endorsement; Bilingual (Spanish and/or Portuguese preferred).
Responsibilities
- Provides direct and indirect instructional support to students as per their IEPs.
- Delivers differentiated instruction aligned to IEP goals and state standards.
- Participates in Team meetings and develops measurable IEP objectives.
- Ensures compliance with IEPs and maintains accurate records and reports.
- Collaborates with general education staff to modify curriculum for students with disabilities.
- Analyzes assessment data to guide instructional decisions and interventions.
- Communicates with families and outside agencies to support student progress.
- Maintains high professional and ethical standards; demonstrates cultural proficiency.
Skills
Education
Job description
Marlborough Public Schools Whitcomb Middle School - Marlborough, Massachusetts Open in Google Maps
Title of Position:
Special Education Teacher (Moderate Needs) - 1LT. Charles W. Whitcomb Middle School
Organizational Relationshipor Line of Authority:
Works under the supervision of theDeputy Superintendent,Educational Team Leader and the building Principal or Director.
Job Summary:
Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
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.
- 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 DESE licensure in Special Education in the area of Moderate or Severe Special Education Teacher covering grades 6-8 required.
- Experience working with students within the inclusion, small group and individual settings.
- Bilingual (Spanish and/or Portuguese 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.
Marlborough Public Schools Whitcomb Middle School - Marlborough, Massachusetts Open in Google Maps
This job is also posted in Marlborough Public Schools
Application Deadline: Posted until filled
Posted: Nov 04, 2026 5:00 AM (UTC)
Starting Date: Nov 13, 2026
Title of Position:
Special Education Teacher (Moderate Needs) - 1LT. Charles W. Whitcomb Middle School
Work Year:
2026-2027 School Year
Employment Start Date:
November 13, 2026
Salary:
Placement on the Teacher's Salary Scale according to education and experience.
Organizational Relationshipor Line of Authority:
Works under the supervision of theDeputy Superintendent,Educational Team Leader and the building Principal or Director.
Job Summary:
Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
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.
- 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 DESE licensure in Special Education in the area of Moderate or Severe Special Education Teacher covering grades 6-8 required.
- Experience working with students within the inclusion, small group and individual settings.
- SEI Endorsement
- Bilingual (Spanish and/or Portuguese 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.
Position Type: Full-TimeJob Categories:
Special Education > Alternative Learning Environment
Special Education > Autism
Special Education > Emotionally Disabled
Special Education > General Special Education
Special Education > Gifted & Talented
Special Education > Learning Disabled
Special Education > Life Skills
Special Education > Mentally Disabled
Special Education > Mild/Moderate Disabilities
Special Education > Multiple Disabilities
Special Education > Visually Impaired
- Citizenship, residency or work visa required
- Tara Sobaleski , Principal
- Whitcomb Middle School
- Phone: 508-460-3502
- Email: tsobaleski@mps-edu.org
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