Long Term Substitute Teacher, Special Education; Substantially Separate Program

Long Term Substitute Teacher, Special Education (Substantially Separate Program) (3185)

Natick Public Schools – Lilja Elementary School, Natick, Massachusetts.

Job : 5743369

Final date to receive applications: Jul 31, 2026 11:59 PM (Eastern Standard Time)

Posted: May 28, 2026 4:00 AM (UTC)

Starting Date: Aug 24, 2026

Job Title: Teacher, Special Education – Long Term Sub

Location: Lilja Elementary

Reports To: Building Principal and Director of Student Services

The Special Education Teacher is responsible for day‑to‑day management of the classroom and provision of instruction, including development and implementation of Individual Education Plan (IEP) goals, assessment, and curriculum design. The teacher supervises classroom staff, maintains ongoing parent contact, and collaborates with general‑education and special‑education teachers to meet student needs.

Qualifications

• Education: Bachelor’s Degree, Master’s preferred
• Professional Certification: MA DESE licensure in Special Education; MA DESE SEI Endorsement; additional certification in general education and/or ESL highly desirable

Specialized Knowledge

• Ability to identify both formal and informal assessments that measure student skill level and conceptual understanding of academic, social‑emotional, and behavioral benchmarks
• Ability to evaluate and analyze formal and informal data to provide recommendations based on data
• Understanding of child/adolescent development
• Knowledge of best instructional practices for students with special abilities
• Thorough understanding of the development and implementation of IEPs for students
• Understanding of district, state, and federal policies and regulations as they relate to students with disabilities
• Commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student engagement and opportunity

Preferred Experience

• Experience working in a diverse public‑school setting
• Experience working with students with disabilities/special abilities
• Experience providing instruction and support for academic, social‑emotional, and/or behavioral needs
• Experience with English language learners
• Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and Power School preferred; training provided for suitable candidates

Skills

• Demonstrated aptitude for work to be performed
• Bilingual skills, especially in Spanish and Portuguese, highly desirable
• Strong written and verbal communication skills
• Strong interpersonal skills
• Flexibility and collaboration ability
• Capacity to multitask in a fast‑paced, supportive environment that nurtures student growth
• Organizational skills to meet ongoing, time‑sensitive deadlines for work production

Tools and Equipment Used

• Phone, intercom, personal computer and software applications, scanner, copy machine, calculator, camera, printers, and fax machine

Essential Functions of the Job

• Design and carry out developmentally appropriate curriculum/programming as required by IEP goals and MA curriculum framework
• Develop data‑collection systems using curriculum‑based and school‑wide progress monitoring tools to track progress toward goals and standards
• Implement behavior and incentive plans and maintain data to support students’ behavior and social‑emotional needs
• Guide classroom support staff in implementing activities that support student goals and collect data
• Provide direct individual and/or group instruction through inclusion and/or resource models
• Provide interdisciplinary programming through consultation with professional and support staff
• Conduct thorough educational evaluations, developmental assessments, and progress monitoring necessary for quarterly progress reports, annual assessments, and re‑evaluations
• Prepare MCAS alternate assessment for students, as assigned
• Implement social‑skills training approaches and programs
• Initiate and support the use of assistive technology to provide access to the curriculum and support communication as necessary
• Support student transition within the classroom and building using positive behavior supports, visuals, and developmentally appropriate interventions
• Organize daily schedule to meet caseload…