Special Educator - Substantially Separate Elementary Program

Special Educator – Substantially Separate Elementary Program

Starting Date: Aug 28 2026

The Hansen Elementary School is seeking a dynamic candidate to serve as a Special Educator for our Substantially Separate ACCESS Program beginning August 28 2026. This inclusive community serves over 530 students in grades K-5. The Special Educator will join a vibrant and supportive ACCESS team that prioritizes collaboration, creativity, flexibility, and commitment to the district’s goals and to our students, families and staff.

In this role you will collaborate with a multidisciplinary team of providers—including a BCBA, ABA Tutors, SLP and SLPA, OT, PT, AAC Consultant, TVI, School Psychologist, and School Adjustment Counselor—and receive bi‑weekly consultation from the New England Center for Children to guide programming.

The ACCESS substantially separate elementary program serves a cohort of students requiring specialized instruction and structured supports in addition to academic programming. Teachers create a well‑organized, academically challenging, culturally and linguistically responsive classroom where students access curriculum, make progress toward Massachusetts standards, and develop social and emotional skills to participate in society.

• Provide individual and small‑group instruction to students with significant delays in cognition and/or communication who require specialized instruction outside of the general education classroom (most students are on the autism spectrum).
• Develop and modify curriculum and lessons that align to DESE Standards, using access and entry points as needed.
• Develop activities to support social, communication, and daily living skills within the classroom.
• Create self‑regulation and social skills lessons for use within and beyond the classroom.
• Support students who are in emotional or behavioral crisis.
• Collaborate with the building BCBA, adjustment counselors, classroom ABA tutors and educational assistants to schedule responsibilities that meet students’ individual needs.
• Collaborate with staff to foster successful and meaningful inclusion opportunities for students as appropriate.
• In collaboration with the team, develop an appropriate IEP for all students eligible for special education services, including short and long‑term goals based on assessment data and curriculum standards.
• Collect consistent behavior and academic data to drive instruction and monitor progress.
• Communicate consistently and effectively with students, families, program staff, and administration.
• Contribute to team goals and success through collaboration, cooperation, and flexibility in discussions, activities, and decision‑making.
• Participate in all federal and state‑mandated procedures and timelines for case management for identified students.
• Maintain accurate and complete student records as required by law, district policy, and regulation.
• Follow and implement individual student safety plans, IEPs, 504 plans, health‑care plans, and behavior support plans.
• Participate in department, school, and parent/guardian meetings.
• Keep up to date with developments in subject area, teaching resources, and methods, and adjust instructional plans accordingly.
• Establish and maintain cooperative relationships with others.
• Perform other duties specified in the collective bargaining agreement as assigned by the principal and/or district administration.

• Valid Massachusetts DESE teacher certification in Severe or Moderate Disabilities (licensed or teaching experience preferred).
• Bachelor’s degree required;
  Master’s degree preferred.
• Highly Qualified per Massachusetts Department of Elementary and Secondary Education (DESE).
• Experience working with children who have moderate to severe disabilities.
• Knowledge of social‑emotional learning strategies.
• Proven ability to relate to a variety of constituencies, including administrators, parents, teachers, students, staff, and visitors.
• Outstanding written and verbal communication skills.
• Well‑organized with excellent leadership abilities.
• Exceptional interpersonal and presentation skills.
• Working knowledge of relevant technologies (internet and email systems; word processing, presentation, and spreadsheet software; educational software).
• Other qualifications the school department may find appropriate and acceptable.

Reports To: Building Principal and Department Coordinator

Supervises: Not Applicable

Work Year: 183 days

Compensation: Per the Union A Collective Bargaining Agreement

• Tami Olsen, Principal
• Hansen Elementary School
• Phone:
• Email: olsent