Teacher, Grades 5-8 Special Education - Access

Teacher, Grades 5-8 Special Education - Access (3126R)

Job  | Final date to receive applications:
Aug 24, 2026 11:59 PM (Eastern Standard Time) | Posted:
Jun 04, 2026 4:00 AM (UTC) | Starting Date:
Aug 24, 2026

Location:

Wilson Middle School, Natick, Massachusetts

Reports To:

Building Principal and Director of Student Services

Work days/FTE:
School Year 183 days / 1.0 FTE

Salary and benefits per contract with the Education Association of Natick Unit A

Benefits Eligible:
Yes

The Special Education Teacher is responsible for day-to-day management of the classroom and provision of instruction, including development and implementation of the Individual Education Plan (IEP) goals, assessment, and curriculum design. The teacher is also responsible for the supervision of classroom staff and ongoing parent contact. The teacher is expected to collaborate with general education/special education teachers to ensure student needs are met.

• Design and carry out developmentally appropriate curriculum/programming as required by IEP goals/MA curriculum framework.
• Develop and implement specialized instruction at entry-point levels for students requiring substantially separate instruction in all areas including vocational, life skills and functional academics.
• Develop data collection systems using curriculum-based and school-wide progress monitoring tools to monitor progress towards 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 students’ goals and other areas of need and in collecting 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/or progress monitoring necessary for quarterly progress reports, annual assessment and re‑evaluations.
• Prepare MCAS alternate assessment on 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 to support communication as necessary.
• Support the transition of students within the classroom and building by using positive behavior supports, visuals, and developmentally appropriate interventions.
• Organize daily schedule to meet caseload requirements.
• Consult with staff in other discipline areas to improve programming.
• Facilitate ongoing parent communication and encourage family involvement.
• With the guidance of the Coordinator and in collaboration with team members, develop appropriate individual IEPs consistent with District expectations and all applicable laws and regulations.
• Participate in ongoing professional development in the Special Education Department and in your school(s) to support the implementation of School and District initiatives and goals.
• Work with district and school leadership to combat systemic barriers that limit student and families’ equitable access to opportunity.
• Identify and address bias and its impact on rigor and opportunity for students.
• Collaborate with administration to update policies and equitable access procedures as needed.
• Other duties as outlined by the Special Education building or district administrator.

• Education:
  
  Bachelor’s Degree, Master’s preferred.
• Professional Certification:
  • MA DESE licensure in Special Education, moderate or severe special needs.
  • 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/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…