Special Education; Substantially Separate) Teacher

Special Education (Substantially Separate) Teacher

Palmer Public Schools Old Mill Pond Elementary School - Palmer, Massachusetts Open in Google Maps

Job : 5867858

Final date to receive applications: Posted until filled

Posted: Aug 04, 2026 12:00 AM (UTC)

Starting Date: Aug 24, 2026

REPORTS TO:

Building Principal/Director of Student Services

OVERVIEW:
Our Mission Statement:
Palmer Public Schools will be a community that develops life-long learners by engaging in a rigorous curriculum which creates opportunities for academic and social/emotional growth of all students through a safe, supportive and collaborative environment.

Our Theory of Action:
If we improve student, faculty and staff well-being and provide students with a challenging curriculum delivered through rigorous, engaging instruction with learning experiences intentionally designed to meet the needs of each student, then we will have prepared all students to be life-long learners who will contribute positively to society.

ACCOUNTABILITY OBJECTIVE:

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in an inclusion setting.

QUALIFICATIONS:

• Bachelor’s degree required;
  Master’s degree preferred
• Required:
  
  MA Licensure as Teacher of Students with Moderate Disabilities (5-12)
• Required:
  
  Highly qualified in general curriculum
• Knowledge of MA Curriculum Frameworks and integration of state frameworks into local curricula and instruction for reading, written language, mathematics, & functional skills
• Knowledge and training in structured reading methodology preferred
• Educational background or experience with differentiated instruction in an inclusive setting, including proven skills in classroom management, co-teaching and instructional strategies
• Citizenship, residency or work VISA in United States required.

PRINCIPAL ACCOUNTABILITIES:

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in a self-contained setting.
• Experience with behavioral therapeutic techniques with a diverse population preferred.
• Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.
• Collaborate with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.
• Promote and assist in the implementation of research-based strategies to ensure the transition and generalization of students’ academic and social goals within the regular education environment and throughout the school.
• Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills academic needs, vocational abilities, etc.) for purpose of providing feedback to students, parents and administration.
• Serve as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the Team process (conducting Annual Reviews, conferencing w/parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.
• Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.
• Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson…