Substantially Separate Teacher- STAR program

Substantially Separate Teacher- STAR program

Job

Final date to receive applications:
Posted until filled

Posted:
Apr 06, 2026 5:00 AM (UTC)

Starting Date:
Immediately

Qualifications:

• Master’s degree strongly preferred
• Massachusetts Special Education Certification and Licensure
• Experience with students with severe disabilities including Autism Spectrum Disorder (ASD), Intellectual Disabilities, and other disabilities and health needs.
• Knowledge of principles of Applied Behavior Analysis (ABA), Functional Communication Training (FCT), discrete trial training (DTT), precision teaching, natural environment teaching (NET), task analysis, and scripted teaching programs.
• Experience with alternative communication methods including AAC devices (LAMP, Pro Loquo2
  
  Go, Pecs).
• Successful experience as a special educator including performing assessments using a variety of standardized protocols (VB-MAPP, ABLLS-R, AFLS, as well as academic evaluations).
• Experience with social skill development, self-regulation/self-management, and activities of daily living skill development.
• Specialized reading training preferred (Wilson Reading /Orton-Gillingham)
• Successful completion of QBS/Safety Care training preferred.
• Knowledge of state and federal special education regulations.
• Effective organizational and interpersonal skills.
• Ability to work collaboratively with administrators, and a multidisciplinary special education team, including paraprofessionals, general education teachers, Occupational Therapists, Speech and Language Pathologists, Physical Therapists, BCBA’s, family guardians
• Strong behavior management skills

Responsible to:
Principal, Special Education Team Leader, Director of Special Education

Primary Functions:
Coordinate all aspects of assigned special education program

1.0 Program Administration

• Discuss student’s progress with parents, teachers, counselors, and administrators
• Supervise and mentor paraprofessionals who work with students
• Collaborate with professional staff regarding their specific teaching, therapeutic and supervisory responsibilities.
• Support MCAS administration for students within the program.
• Collaborate with Principals and Educational Team Leader to develop individual schedules to ensure compliance and most effective instruction.
• Collaborate with Principal and Educational Team Leader to support co‑teaching models that provide inclusion experiences for students within the program.
• Ensure the implementation of administrative procedures related to Power School; maintenance and security of student records for caseload.
• Prepare and help students and families transition from grade to grade.
• Collaborate with services providers, including but not limited to: school psychologists, school counselors, speech and language specialists, physical therapists, occupational therapists, vision/mobility therapists, BCBAs.

2.0 Direct Instruction

• Plan, prepare, and teach lessons and activities as a class, in small groups, and 1:1 as needed, in accordance with IEPs/Service Plans. Work cooperatively with other specialists/teachers to develop curriculum.
• Promote inclusion and equity of instruction in classrooms by implementing formative and summative assessments to track student progress. Use data to plan for instruction.
• Plan and supervise purposeful assignments for paraprofessional(s).
• Implement group and individual behavior plans.
• Adapt lessons and modify assessments for students with special needs.
• Meet regularly with the BCBA and other internal TEAM members regarding issues and concerns around student needs.
• Communicate regularly with families regarding service delivery and progress

3.0 Assessment/Pre‑referral

• Participate in building‑based Student Assistant Team (SATs) and support regulatory pre‑referral activities by providing screenings as needed.
• Perform cognitive and achievement assessments using a variety of standardized protocols, including but not limited to Woodcock‑Johnson, WIAT, etc.

4.0 Professional Expectations

• Develop and update IEPs throughout the school year to reflect students’ progress and goals. Chair annual IEP meetings for assigned students, as needed.
• Attend all faculty meetings/in‑services/professional development activities as scheduled.
• Support and participate in all mandated DESE monitoring activities as requested; completion of required coursework, Coordinated Program Reviews, etc.
• Completes educational forms and reports as directed by the school, and/or local educational agency.

5.0 Other

• Carries out any other appropriate responsibilities assigned.

Position Type:
Full Time - Temporary Assignment

• At least 3 year(s) of relevant experience preferred.
• Master degree preferred.
• Citizenship, residency or work visa required.

• Elizabeth Simone
• 100 Whiting Avenue
• Dedham, Massachusetts 02026
• Phone:
• Email: esimone.ma.us