Special Education Teacher (PK-5) — Inclusive, Data-Driven IEPs

Young World Physical Education

Cambridge (MA)

Sur place

USD 50 000 - 70 000

Plein temps

14 jours+

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Résumé du poste

Prospect Hill Academy Charter School in Cambridge is hiring a Special Education Teacher for the 2026-27 school year. This full-time position focuses on providing high-quality instruction to students with various learning disabilities, ensuring compliance with federal regulations.

The ideal candidate will have a Bachelor’s degree, and current licensure in Special Education. A commitment to diversity and inclusion is required. The role includes designing Individual Education Programs (IEPs) and participating in collaborative team efforts to achieve student success.

Qualifications

  • Bachelor’s Degree required, Master’s Degree preferred.
  • Current Massachusetts licensure in Special Education.
  • Comprehensive understanding of state and federal regulations pertaining to Special Education.

Responsabilités

  • Design and implement high quality instruction to students with a variety of learning disabilities.
  • Develop Individual Education Programs (IEPs) based on assessment data.
  • Attend and participate in IEP Team Meetings.

Connaissances

Strong organizational skills
Communication skills
Flexibility
Collaboration
Attention to detail

Formation

Bachelor’s Degree
Current Massachusetts licensure in Special Education
Master’s Degree (preferred)

Description du poste

Prospect Hill Academy Charter School in Cambridge is hiring a Special Education Teacher for the 2026-27 school year. This full-time position focuses on providing high-quality instruction to students with various learning disabilities, ensuring compliance with federal regulations.

The ideal candidate will have a Bachelor’s degree, and current licensure in Special Education. A commitment to diversity and inclusion is required. The role includes designing Individual Education Programs (IEPs) and participating in collaborative team efforts to achieve student success.

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