Special Education Teachers; Moderate - PAWS Academy

Special Education Teachers (Moderate Needs) - PAWS Academy

Marlborough Public Schools Hildreth School - Marlborough, Massachusetts

Job : 5742486

Final date to receive applications: Posted until filled

Re-Posted: May 28, 2026 4:00 AM (UTC)

Starting Date: Aug 31, 2026

Title of Position: Special Education Teachers (Moderate Needs) - PAWS Academy at Hilderth

Work Year: 2026-27 School Year

Effective Date of Employment: August 31, 2026

Salary: In accordance with the MEA Salary Scale according to education and experience

Organizational Relationship or Line of Authority: Works under the supervision of the Assistant Superintendent of Student Services and Equity, Educational Team Leader and the building Director.

PAWS Academy at Hildreth: This is an opportunity to be part of a new school.

The PAWS Program (Perseverance, Achievement, Wellness, and Success) is a public day special education, therapeutic educational school setting serving K–8 students whose behavioral and social‑emotional needs significantly impact their learning. PAWS provides a safe, highly structured, and supportive environment where staff implement individualized, evidence‑based interventions to build students’ self‑regulation, social skills, resilience, and academic engagement. Through strong collaboration with families and school teams, PAWS staff support students in developing perseverance, strengthening wellness, and achieving meaningful academic and social success, with the ultimate goal of helping students grow and transition successfully within their school communities.

Job Summary: Promote learning and growth of all students providing high‑quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning.

Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

• Provides direct and indirect instructional support to students as per their IEPs.
• Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
• Participates in the Team meeting process.
• Develops and implements Individualized Educational Programs (IEPs) with measurable goals and objectives.
• Ensures compliance with IEPs and timelines maintaining accurate and complete student records and preparing reports on children and activities, as required by laws, district policies and administrative regulations.
• Provides instruction with measurable outcomes and challenging tasks making progress towards requiring higher‑order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Collaborates with the general education teachers to modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student’s IEP.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Collaborates with parents, outside agencies and all building staff.
• Shares with appropriate colleagues (e.g., general education, English learner staff and counseling staff) conclusions about student progress and seeks their feedback about instructional or assessment practices that will support…