Special Education Teacher

Special Education Teacher

Framingham Public Schools, Cameron Middle School – Framingham, Massachusetts

Job : 5687756
Final date to receive applications: Posted until filled
Posted: May 04, 2026 4:00 AM (UTC)
Starting Date: Aug 24, 2026

The Special Education Teacher for Inclusion provides critical instructional support through a combination of pull‑out and push‑in service models, collaborating directly with general education teachers to ensure all students achieve academic success, independence, and meaningful participation in the learning environment. The teacher delivers research‑based interventions and modifications within the general education environment, supporting academic, social‑emotional, and mental health needs. This role aligns with Framingham Public Schools’ commitment to equity and the development of the whole child.

• Valid Massachusetts Teaching License in Moderate Disabilities (PreK‑2) and SEI Endorsement; or
• Valid Massachusetts Teaching License in Moderate Disabilities (PreK‑8) and SEI Endorsement; or
• Valid Massachusetts Teaching License in Moderate Disabilities (5‑12) and SEI Endorsement.

• Educational Requirement: A Bachelor’s Degree from an accredited college or university in a related field is required;
  Master’s Degree preferred.
• Professional
  
  Experience:
  
  Proven track record of delivering high‑quality behavior intervention and managing diverse, high‑needs classroom environments. Experience in a separate or specialized school district setting is required.
• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.

• Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
• Data‑Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i‑Ready, or unit assessments) to track student growth and adjust instructional delivery.
• Social‑Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the whole child, fostering a safe, inclusive, and trauma‑informed classroom culture.
• Content Pedagogy & Foundational
  
  Skills:
  
  Deep pedagogical knowledge of evidence‑based instructional practices within the subject area to ensure all students master core concepts and reach grade‑level proficiency.
• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
• Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district‑wide strategic goals.
• Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
• Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL and support staff) to support student success.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high‑stakes or unpredictable classroom situations.

• Provides direct and indirect research‑based specialized instruction to address the goals and objectives within each student’s IEP.
• Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
• Creates a positive learning experience using appropriate sources, including iPads.
• Provides instruction with measurable outcomes, making progress toward higher‑order thinking skills.
• Demonstrates knowledge of developmental levels by providing differentiated learning experiences.

• Develops and implements annual IEP plans, including present levels of performance, goals, and required related…