Special Education Teacher; gr 1-4

About Hilltown

Hilltown Cooperative Charter Public School is a K–8 public charter school founded in 1995. Our mission is to engage students in experiential, hands‑on learning that integrates the arts and interdisciplinary studies, fosters critical thinking skills, and nurtures a lifelong joy of learning. We strive to sustain a cooperative, close‑knit community of students, staff, families, and local partners who guide and support the educational program.

At the heart of our work is a commitment to cultivating children’s individual voices and a shared respect for one another, our community, and the world around us.

Grade1–4 Special Education Teacher at Hilltown is responsible for providing specialized instruction, individualized support, and case‑management services to students with disabilities across the elementary grades. This educator works closely with classroom teachers, related service providers, families, and school staff to ensure that all students can access the curriculum, participate fully in the school community, and make meaningful progress toward their educational goals.

The teacher develops and implements individualized programming in accordance with students’ IEPs, provides targeted intervention and specialized instruction, monitors student progress, and collaborates with educators to support accommodations, modifications, and differentiated learning opportunities within the general education setting.

Direct instruction in individual and small‑group settings, assessment participation, progress monitoring, consultation with staff and families, IEP development and implementation, and coordination of services to support student success academically, socially, emotionally, behaviorally, and functionally.

• Bachelor’s degree
• Massachusetts licensure in Moderate Disabilities PreK–8 or Moderate Disabilities PreK–2
• Passing scores on relevant MTELs (or ability to meet this requirement early in tenure)

• 2+ years of teaching experience in early childhood or elementary settings
• Experience working within inclusive or co‑taught classrooms
• Experience supporting students with a range of developmental, communication, sensory, behavioral, and learning needs
• Familiarity with IDEA, IEP development, and progress monitoring
• Master’s degree in Special Education, Early Childhood Education, or related field

• Provide specialized instruction and educational services to students in Grades1–4 in accordance with Individualized Education Programs (IEPs) and applicable special education regulations
• Deliver evidence‑based, differentiated instruction in literacy, mathematics, social‑emotional learning, and other academic areas to support diverse learning needs
• Collaborate with general education teachers to plan, adapt, and implement curriculum aligned with high‑quality instructional materials and the Massachusetts Curriculum Frameworks
• Support the implementation of accommodations, modifications, and individualized supports to ensure student access to grade‑level curriculum and learning opportunities
• Conduct ongoing assessment and progress monitoring to evaluate student growth and inform instructional planning
• Maintain accurate documentation related to IEP goals, service delivery, progress reports, and student performance
• Serve as case manager for assigned students, coordinating IEP meetings, evaluations, progress reviews, and communication with team members and families
• Collaborate with related service providers, specialists, administrators, and support staff to develop and implement comprehensive educational programs for students
• Foster a respectful, inclusive, safe, and supportive learning environment that promotes student engagement, independence, and success
• Support students’ development of self‑advocacy, executive functioning, self‑regulation, communication, and positive peer relationships
• Build strong partnerships with families through regular communication, collaboration, and participation in the special education process
• Utilize data‑driven instructional practices and evidence‑based interventions to address academic,…