School Year 26​/Therapeutic Resource​/Resource Inclusion Teacher

School Year 26/27 Therapeutic Resource/Resource Inclusion Teacher

Lynn Public Schools Lynn Vocational Technical Institute - Lynn, Massachusetts

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This job is also posted in Lynn Public Schools.

Job : 5717713

Final date to receive applications: May 29, 2026 11:59 PM (Eastern Standard Time)

Posted: May 15, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Therapeutic Resource/Resource Inclusion Teacher

Lynn Public Schools is a linguistically and culturally rich community, serving approximately 17,000 students across 29 school sites. Our district includes Early Childhood Center, Elementary Schools, Public Separate Day School, Middle Schools, Comprehensive High Schools, Vocational High School, Early College High School, STEAM Academy, Alternative Education Academy, and the TOGETHER Academy for multi-disabled students.

Vision and Core Values

LPS is committed to inclusiveness, shared responsibility, collaborative relationships, high expectations, and inspiring life-long learning, aiming to strengthen an environment that honors diversity and supports every student and family.

• Bachelor's Degree required;
  Master’s Degree preferred
• Valid license from the Massachusetts Department of Elementary and Secondary Education in Moderate Disabilities,5-12
• SEI Endorsement
• Additional content area licensure encouraged
• Licensure requirements and validity are subject to change at the discretion of DESE
• Understanding of institutional and structural racism, bias, and their impact on underserved and underrepresented communities
• Knowledge of current education legislation/regulations
• Ability to work effectively with teachers, support staff, and parents and advocate for children to solve problems
• Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders
• Experience inan urbandistrict/setting preferred
• Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice
• Experience working with Emotionally Impaired/Intellectually impaired students highly desirable. Willingness to attend "Positive Behavior Strategies for Emotionally Impaired Students".

• Responsible for effective planning and assessment of curriculum and instruction.
• Meet and instruct assigned students in the locations and at the time designated.
• Plan a program of study that meets the individual needs, interests, and abilities of the students as much as possible.
• Responsible for effective instruction and culturally responsive teaching, including making learning goals clear and using appropriate instructional and questioning techniques.
• Provide small-group instruction to students with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
• Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely progress reports.
• Provide needed accommodations for student learning and testing when required.
• Collaborate with school staff to support students’ needs for modification.
• Use innovative approaches and instructional strategies, including technology, to increase student learning and confidence.
• Create a classroom environment conducive to learning and appropriate to student maturity and interests.
• Promote high standards and expectations for student achievement and behavior.
• Guide learning toward achievement of curriculum standards and establish clear objectives for lessons, units, and projects.
• Implement the district's mission, philosophy of education, instructional standards, and objectives.
• Assess and document student accomplishments regularly and provide progress reports as required.
• Document learning problems and seek assistance from district specialists as required.
• Maintain accurate, complete, and correct records as required by law, policy, and regulation.
• Assist administration in implementing student life, conduct policies, and develop reasonable classroom rules.
• Be available to students and parents for education-related purposes outside instructional hours as required.
• Maintain and improve professional competence, especially regarding the specific assignment and student grade and subject area appropriateness.
• Attend staff meetings as required.
• Establish and maintain cooperative relationships with others.
• Maintain open communication with students, colleagues, and parents concerning academic and behavioral progress.
• Promote equity and appreciation of diversity, ensuring equitable opportunities for all learners, including those with special needs, 504 plans, or second language learners.
• Maintain a safe, nurturing, and engaging learning environment with standards of student behavior promoting positive social and academic experiences.
• Engage families and community members to foster equity for all learners.
• Utilize curricula reflecting diverse educational, cultural, and linguistic backgrounds.
• Support students with disabilities in a general education…