Long-term Substitute Teacher of Students with Severe Disabilities - High School ILC

Long-term Substitute Teacher of Students with Severe Disabilities – High School ILC

Starting Date: Aug 20, 2026

Title: Teacher of Students with Severe Disabilities – High School ILC

Summary: The Teacher of Students with Severe Disabilities at the High School provides specialized instruction and behavioral support for students with significant and complex disabilities within a substantially separate high school classroom setting. The teacher is responsible for developing and implementing individualized programming that supports students’ academic, communication, behavioral, social‑emotional, adaptive, functional, and transition‑related growth while promoting independence, self‑advocacy, meaningful participation in the school community, and preparation for postsecondary goals.

The teacher collaborates with families, related service providers, and multidisciplinary team members to ensure safe, appropriate, and meaningful access to the curriculum and school environment.

• Apply evidence‑based instructional and behavioral practices, including ABA‑based methodologies, to develop and deliver individualized, small‑group, and multisensory instruction; analyze student performance data to develop measurable goals, targeted lessons, and instructional supports aligned with IEP objectives.
• Develop and implement Individualized Education Programs (IEPs) in collaboration with the Team Chairperson, related service providers, and parents/guardians to address students’ individual needs.
• Instruct students in academic, communication, social‑emotional, behavioral, adaptive, functional, and transition‑related skills aligned with students’ ages, developmental levels, individualized needs, and postsecondary goals.
• Develop and implement age‑appropriate transition instruction, community‑based learning opportunities, and inclusive experiences that promote independence, self‑advocacy, skill generalization, social engagement, decision‑making, and preparation for postsecondary goals.
• Support students with daily living, self‑care, feeding, toileting, sensory, and regulation needs as required to ensure student safety, access, participation, and independence within the school environment.
• Implement individualized communication systems and integrate specialized equipment, assistive technology, AAC devices, visual supports, and adaptive tools to promote student access, participation, independence, and engagement.
• Conduct and utilize educational, developmental, adaptive, functional, transition, and curriculum‑based assessments; monitor student progress through ongoing data collection and progress monitoring to inform instruction, IEP development, educational programming, and placement decisions.
• Maintain a structured, safe, and supportive classroom environment that promotes student engagement, self‑regulation, independence, positive behavioral outcomes, and access to learning.
• Collaborate with multidisciplinary team members, including related service providers, to implement accommodations, modifications, instructional supports, and coordinated services that promote student access and success across school environments.
• Communicate regularly with colleagues, administrators, families, and service providers to share student progress, exchange feedback, and support student well‑being and educational success.
• Collaborate with the BCBA and multidisciplinary team members to develop, implement, monitor, and evaluate behavior support plans and interventions; implement approved behavioral and safety procedures, including crisis prevention, de‑escalation, physical management, and restraint procedures in accordance with district policy and Massachusetts regulations.
• Create daily schedules and lesson plans incorporating Instructional Assistants; train, supervise, and support staff in instructional strategies, behavior support implementation, data collection, and student programming.
• Collaborate with guidance counselors, vocational staff, community agencies, outside providers, and other school personnel to support transition‑focused programming, career awareness, work‑readiness, Pre‑Employment Transition…