Teacher- Special Education- Theraputic Intervention PK-; Anticipated

Teacher
- Special Education
- Theraputic Intervention PK-12 (Anticipated)

Starting Date: Immediately

DISTRICT OVERVIEW

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging.

Holyoke Public Schools’ strategic plan, “Moving Forward Together,” builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students’ well‑being.

Our Equity Commitments are pledges we are making to address systemic equity challenges.

• We intentionally build a community that is anti‑racist, inclusive, and culturally responsive.
• We ensure that students, families, and staff get the support they need to be successful.
• We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past.
• We promote access and inclusion for all students, staff, and families.
• We respect, embrace, and honor the diversity of our students, families, staff, and community.
• We reflect on our own behavior to minimize harm to others.
• We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community’s success.

Holyoke Public Schools seeks a highly qualified full‑time Therapeutic Intervention Program (TIP) Teacher to provide specialized instruction for students with significant emotional impairments, or related social‑emotional disabilities, in a self‑contained classroom setting. This program emphasizes a balance of academic instruction with intensive social‑emotional learning and behavioral support that will lead to successful inclusionary experiences. The teacher works with a team of counselors and other therapeutic support staff to implement specialized instruction that emphasizes positive behavioral supports, trauma‑informed instruction, and emotional regulation.

• Implement district‑approved curriculum and academic and social‑emotional learning (SEL) instructional strategies, including PBIS, ACT, and Explicit Instruction.
• Develop and deliver individualized and group lesson plans based on student needs.
• Conduct skills‑based and academic assessments to determine goals and appropriate programming.
• Develop, coordinate, and facilitate Individualized Education Programs (IEPs) in compliance with IDEA and FAPE regulations.
• Maintain accurate records, document student progress, and ensure confidentiality of special education files.
• Implement program‑wide and student‑specific behavior management strategies, reinforcement systems, emotional regulation techniques, and/or formal behavior support plans (BSP) to support SEL skill development and reduce challenging behaviors.
• Provide a safe and welcoming classroom for all students.
• Collaborate with multidisciplinary teams, including general education staff, counselors, interventionists, related service providers, and related professionals.
• Supervise and provide guidance to classroom‑based support staff.
• Engage in ongoing professional development to enhance specialized instructional skills.
• Build ongoing positive relationships with students, families, and colleagues.
• Participate in staff meetings, committees, and other school‑based initiatives as assigned.
• Perform additional duties as assigned by building and district administration and coaches.

• Minimum of two years experience in a self‑contained setting and/or working with individuals with significant emotional impairments.
• At least one year of experience supervising classroom staff, preferred.
• Proficiency in implementing least‑restrictive Positive Behavioral Intervention and Supports (PBIS), and related strategies preferred.
• Ability to adjust quickly to changes in routines, schedules, or program structures while staying flexible…