School Year 26​/Special Education Teacher- TASC PreK-3

School Year 26/27 Special Education Teacher – TASC PreK‑3

Lynn Public Schools – Callahan Elementary School, Lynn, Massachusetts. Open in Google Maps.

• Job : 5715302
• Final date to receive applications: May 29, 2026 11:59 PM (Eastern Standard Time)
• Re-Posted: May 15, 2026 4:00 AM (UTC)
• Starting Date: To Be Determined

Special Education Teacher – TASC PreK‑3

Lynn is a vibrant, seaside urban community located just north of Boston. The city is known for its contemporary public art, historic architecture, thriving downtown cultural district, and abundant public parks, including the scenic Lynn Shore Reservation and the expansive Lynn Woods Reservation. Lynn Public Schools serves approximately 17,000 students across 29 schools, including:

• Early Childhood Center
• 17 Elementary Schools
• Public Separate Day School
• 3 Middle Schools
• 2 Comprehensive High Schools
• Vocational High School
• Early College High School
• STEAM Academy (Grades 6–12)
• Alternative Education Academy (Grades 9–12)
• TOGETHER Educating and Advancing Multi‑Disabled Students Academy (PreK‑12)

Lynn Public Schools is committed to inclusiveness, shared responsibility, collaborative relationships, high expectations, and inspiring life‑long learning. We honor diversity and support the social‑emotional needs of every student and family.

• Valid license from the Massachusetts Department of Elementary and Secondary Education in Moderate Disabilities, PreK‑8, and Severe Disabilities (All Levels)
• Bachelor’s Degree from an accredited institution;
  Master’s Degree preferred
• Special Education Instructional (SEI) endorsement as applicable
• Additional content area licensure encouraged
• Strong district lens regarding English Learners, curriculum, and equity
• Knowledge of current education legislation and regulations
• Ability to collaborate effectively with teachers, support staff, and parents, and to advocate for children
• Strong interpersonal, communication, and organizational skills
• Experience in an urban district or setting preferred
• Awareness of institutional and structural racism, bias, and their impact on underserved communities
• Ability to meet Massachusetts standards and indicators of effective teaching practice

The educator is the primary instructional delivery person. The classroom teacher must build relationships, communicate effectively, and have strong content knowledge and teaching strategies.

• Plan and assess curriculum effectively.
• Meet and instruct assigned students in designated locations and times.
• Plan a program of study that meets individual student needs, interests, and abilities.
• Provide effective instruction and culturally responsive teaching, making learning goals clear.
• Offer small‑group instruction to students with moderate to severe cognitive delays.
• Write and implement goals and objectives consistent with IEPs and provide regular progress reports.
• Provide needed accommodations for student learning and testing.
• Collaborate with staff to support student needs for modification.
• Use innovative approaches and technologies to increase learning and confidence.
• Create a conducive classroom environment appropriate to student maturity and interests.
• Promote high standards and expectations for achievement and behavior.
• Guide the learning process toward curriculum standards and establish clear objectives.
• Implement district mission, philosophy, instructional standards, and objectives.
• Assess and document student accomplishments regularly and provide progress reports.
• Document learning problems and seek assistance from district specialists.
• Maintain accurate, complete, and correct records as required by law, policy, and regulation.
• Assist administration in implementing student life and conduct policies and develop reasonable classroom rules.
• Be available to students and parents outside instructional hours when required.
• Maintain and improve professional competence related to assignment.
• Attend staff meetings as required.
• Maintain cooperative relationships with colleagues and parents.
• Maintain open communication with students, colleagues, and parents about academic and behavioral progress.
• Promote equity and…