Special Education Teacher

For well over 50 years Farr Academy, a small therapeutic day school in Cambridge, has been educating bright middle and high school students who are challenged by academic and social/emotional issues. Students may present with ADHD, specific learning disabilities, difficulties with executive functioning, a deficit in reading or math skills; others may be academically advanced and thrive on academic challenges. They may present with a range of mental health concerns that impact their ability to successfully function in the learning environment. A rigorous academic program is taught by Teachers who care and understand how to reach students who have not experienced school success, through sound teaching strategies and an ability to create a safe learning space.

Often students who enroll at Farr Academy are unable to appropriately manage their feelings and may express themselves through negative actions, outbursts, or become withdrawn or socially provocative.

At Farr Academy, staff focus on building relationships with students that foster trust and the effective teaching of skills and strategies that encourage students to believe in themselves, their ability to learn and to successfully negotiate the many challenges they face.

This is indeed a unique environment. Staff work as a team to use the philosophy and systems developed at Farr Academy to foster academic, personal and interpersonal growth in each student. The work is difficult and all encompassing; the rewards for staff are amazing and long lasting. There is nothing quite as incredible as actually helping a struggling young person, find value and belief in themselves, and to see their shift from failure to success as a learner and as a human being. The Farr Academy philosophy and systems employed, lead to an environment that supports students in all aspects of their endeavors.

Maintains an unwavering belief in the ability of our students to grow, learn and develop

and believes they can be instrumental in guiding that process

Holds and demonstrates a basic respect for students and their parents; Is able to build relationships and prove trustworthy.

Has a firm grasp of the subject to be taught and the ability to teach a full range of courses and levels from advanced to remedial, executing a wide range of teaching approaches tailored to the needs of individual students.

Is enthusiastic, patient, compassionate, and resourceful; has as a working knowledge of and ability to work with a variety of learning disorders and the emotional challenges our students struggle to manage

Uses a clinical framework as part of classroom management practices

Is willing and able to de-escalate, calm, teach and model appropriate strategies for managing stress and frustration

Understands the significant impact that past negative school experiences may have on the ability of a student to engage in the learning process and can provide a corrective learning and emotional experience

Values and can invest in the process of working as part of a team within a school that has a working philosophy and systems that support student growth and learning.

Is invested in learning and actively uses the staff training opportunities to grow and develop as an Educator.

Tenacity and a good sense of humor are essential!

Often students who enroll at Farr Academy are unable to appropriately manage their feelings and may express themselves through negative actions, outbursts, or become withdrawn or socially provocative.

At Farr Academy, staff focus on building relationships with students that foster trust and the effective teaching of skills and strategies that encourage students to believe in themselves, their ability to learn and to successfully negotiate the many challenges they face.

This is indeed a unique environment. Staff work as a team to use the philosophy and systems developed at Farr Academy to foster academic, personal and interpersonal growth in each student. The work is difficult and all encompassing; the rewards for staff are amazing and long lasting. There is nothing quite as incredible as actually helping a struggling young person, find value and belief in themselves, and to see their shift from failure to success as a learner and as a human being. The Farr Academy philosophy and systems employed, lead to an environment that supports students in all aspects of their endeavors.

Maintains an unwavering belief in the ability of our students to grow, learn and develop

and believes they can be instrumental in guiding that process

Holds and demonstrates a basic respect for students and their parents; Is able to build relationships and prove trustworthy.

Has a firm grasp of the subject to be taught and the ability to teach a full range of courses and levels from advanced to remedial, executing a wide range of teaching approaches tailored to the needs of individual students.

Is enthusiastic, patient, compassionate, and resourceful; has as a working knowledge of and ability to work with a variety of learning disorders and the emotional challenges our students struggle to manage

Uses a clinical framework as part of classroom management practices

Is willing and able to de-escalate, calm, teach and model appropriate strategies for managing stress and frustration

Understands the significant impact that past negative school experiences may have on the ability of a student to engage in the learning process and can provide a corrective learning and emotional experience

Values and can invest in the process of working as part of a team within a school that has a working philosophy and systems that support student growth and learning.

Is invested in learning and actively uses the staff training opportunities to grow and develop as an Educator.

Tenacity and a good sense of humor are essential!

Position Type:Full-time

Job Categories:

Classroom Teacher > Alternative Learning Environment

Special Education > Alternative Learning Environment

• Farr Academy is an Equal Opportunity Employer dedicated to cultivating a diverse, multicultural and inclusive workplace. We are committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, political affiliation, genetic information or disability as required by state and federal laws.
• At least 2 year(s) of relevant experience preferred.
• Bachelor degree preferred.
• Citizenship, residency or work visa required

• Kim Phillips , Director
• 71 Pearl Street
• Cambridge, Massachusetts 02139
• Phone: 617-492-4922
• Email: