Special Education Teacher ~ Long Term Substitute

This position starts immediately through the end of the 25-26 school year.

Experience in the principles and application of Applied Behavior Analysis.

Strong teaching skills including co-teaching within an inclusive environment with an emphasis on students who are emotionally, behaviorally, physically and/or developmentally challenged.

Knowledge of VB-MAPP

Must demonstrate strong reading, written and oral language skills

Communicates frequently with parents and team members

Develop Individualized Education Plans and clearly present academic/social/behavioral goals and objectives within an IEP meeting

Complete progress reports, meeting with classroom teachers and instructional assistants, and complete any necessary student evaluations

Thorough knowledge and competent implementation of all student educational programs and behavior management guidelines

Knowledge and experience in creating and implementing behavior support plans, data collection, summing, and graphing

Identify and create social skills curriculum which will be taught within a social skills group for identified students

Supervision of Instructional Assistants which includes regular meeting times, modeling, training, and ensuring the fidelity of all behavior support plans and application of curriculum accommodations/modifications

Weekly meetings with BCBA, classroom teachers and instructional assistants

Implement direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, and language-based techniques, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in the general education and/or learning center environment.

Collaborate and co-teach with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.

Serve as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the Team process (conducting Annual Reviews, conferencing w/ parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.

Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.

Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning.

Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.

Consult with staff and administration on instructional/student issues as an active, participatory Team member.

Perform other duties as reasonably required.

Experience in the principles and application of Applied Behavior Analysis.

Strong teaching skills including co-teaching within an inclusive environment with an emphasis on students who are emotionally, behaviorally, physically and/or developmentally challenged.

Knowledge of VB-MAPP

Must demonstrate strong reading, written and oral language skills

Communicates frequently with parents and team members

Develop Individualized Education Plans and clearly present academic/social/behavioral goals and objectives within an IEP meeting

Complete progress reports, meeting with classroom teachers and instructional assistants, and complete any necessary student evaluations

Thorough knowledge and competent implementation of all student educational programs and behavior management guidelines

Knowledge and experience in creating and implementing behavior support plans, data collection, summing, and graphing

Identify and create social skills curriculum which will be taught within a social skills group for identified students

Supervision of Instructional Assistants which includes regular meeting times, modeling, training, and ensuring the fidelity of all behavior support plans and application of curriculum accommodations/modifications

Weekly meetings with BCBA, classroom teachers and instructional assistants

Implement direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, and language-based techniques, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in the general education and/or learning center environment.

Collaborate and co-teach with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.

Serve as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the Team process (conducting Annual Reviews, conferencing w/ parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.

Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.

Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning.

Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.

Consult with staff and administration on instructional/student issues as an active, participatory Team member.

Perform other duties as reasonably required.

Position Type:Part-time

Job Categories:

Special Education > Autism

Special Education > Mild/Moderate Disabilities

Special Education > Multiple Disabilities

The Middleborough Public School System does not discriminate in its educational activities or employment practices on the basis of age, color, creed, disability, ethnicity, gender identity, genetic information, homelessness, marital status, national origin, political affiliation, pregnancy, race, religion, sex, sexual orientation, veteran or military status, or any other basis protected by federal and/or state law.

• Bachelor’s degree required; Master’s degree preferred
  
  Required: MA Licensure as Teacher of Students with Moderate Disabilities (PreK-8) OR as Teacher of Students with Severe Disabilities (All Levels)
  
  Knowledge of MA Curriculum Frameworks and integration of state frameworks into local curricula and instruction for reading, written language, mathematics, & functional skills
  
  Educational background or experience with differentiated instruction in both an inclusive and self-contained elementary setting, including proven skills in classroom management and instructional strategies
  
  Knowledge in Applied Behavior Analysis and knowledge of best practice for children with Autism Spectrum Disorder
  
  At least 3 years of relevant experience preferred
  
  •Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable
  
  Substitute rate for a Special Education DESE licensed applicant is $175/day. On the 31st day the rate increases to $297.42/day.
• Citizenship, residency or work visa required

• Shammah Daniels , Principal
• 41 Mayflower Avenue
• Middleborough, Massachusetts 02346
• Phone: 508-946-2040
• Fax: 508-946-2029
• Email: