Special Education Teacher; STRIDE Program), Horace Mann Laboratory School, Salem Public Schools

Special Education Teacher (STRIDE Program), Horace Mann Laboratory School, Salem Public Schools, Salem, MA [SY ]

Job : 5729527

Final date to receive applications: Posted until filled

Posted: May 20, 2026 4:00 AM (UTC)

Starting Date: Aug 31, 2026

Position Type: Full-Time

Salary: $59,719.90 to $116,414 Per Year

Special Education Teacher (STRIDE Program) at Horace Mann Laboratory School in Salem, Massachusetts. As a collaborative member of the Special Education team, this role involves teaching, evaluating, and implementing programming for students in the general education setting who have a primary disability of Autism Spectrum Disorder. The successful candidate will have a working knowledge of effective instructional practices, understand how to implement ABA and behavior techniques and interventions in the inclusive setting, and be able to work collaboratively with special education staff, general education teachers, therapists, and consultants.

The candidate must manage a fluid caseload, maintain scheduling flexibility, conduct consistent parent communication, supervise paraprofessionals, plan transition services, and fulfill additional professional obligations related to student and programming needs as determined by the District and site.

• Plan curriculum and provide specialized instruction that allows all students to successfully engage in developmentally appropriate and standards‑based instruction
• Work collaboratively across school settings, including co‑teaching and common planning with therapists and support staff
• Use innovative approaches and instructional strategies, including the effective use of technologies and ABA techniques, to increase student access, learning, independence, and confidence
• Modify/adapt materials and instructional lessons to meet the specific needs of students with disabilities across the school day, as identified in the IEPs
• Analyze a variety of data to drive instruction and improve student access and performance
• Develop IEPs with SMART goals and logical accommodations using formal and informal data
• Report on student progress with IEP goals at scheduled intervals throughout the school year
• Maintain consistent communication with students, staff, families, and outside agencies
• Collaborate with school personnel, parents, and community agencies to improve student outcomes and implement effective IEPs, 688 referrals, and transition plans
• Evaluate students’ abilities in basic academics and social development
• Provide instruction that targets self‑care, including personal hygiene, cooking, and other ADL skills
• Help manage students’ social behavior and academic learning habits
• Proctor MCAS and/or assist with MCAS ALT development and procedures
• Perform other duties as assigned by the building principal, special education administrator, and/or Executive Director of Pupil Personnel Services

• Hold a deep commitment to students and families and value diversity – Embrace and affirm the backgrounds of all members of the community, viewing diversity as a powerful resource.
• Hold high expectations for yourself, students, and colleagues – Model high expectations and seek continuous improvement.
• Build authentic, caring relationships with colleagues, students, and families – Partner with families and colleagues to make decisions in the best interest of students.
• Embrace feedback – Use challenges as opportunities for growth and thrive in a culture of feedback.

• Bachelor’s Degree (required);
  Master’s Degree preferred
• Required Massachusetts teaching certification/licensure in Moderate Disabilities (or Severe Disabilities)
• Sheltered English Immersion (SEI) endorsement (required within 1‑year of start date)
• Meet expectations of Massachusetts Standards and Indicators of Effective Teaching Practice
• Write effective IEPs with SMART goals, functional transition plans and sensible accommodations, using district software
• Administer, interpret, and report findings from standardized and informal evaluations and observation data
• Maintain professional competence through in‑service education activities and self‑selected professional growth activities
• Safety…