Aide​/ESP - Algonquin Regional High School - Education Support Professional

Aide/ESP
- Algonquin Regional High School
- Education Support Professional

The Public Schools of Northborough and Southborough Student Support Services, located in Southborough, Massachusetts.

• Job : 5843514
• Final date to receive applications: Posted until filled
• Posted: Jul 21, 2026 4:00 AM (UTC)
• Starting Date: Aug 27, 2026

The Public Schools of Northborough‑Southborough

Educational Support Professional
- Algonquin Regional High School

Department: Student Support Services

Job Title: Educational Support Professional (ESP)

FLSA Status: (Exempt/Non‑exempt)

Unit: C

Reports to: Principal, Assistant Principal or Student Support Services Administration

The role of the Educational Support Professional (ESP) is to provide specialized instruction to students with disabilities. The ESP works directly under the supervision of a member(s) of the student support services team and is expected to be flexible and adaptable in meeting the needs of special education students school‑wide.

An Associate’s (or higher) degree; or taking and passing a formal assessment measuring one’s knowledge of and ability to assist classroom teachers in reading, writing, and mathematics.

• Deliver specially designed instruction (curriculum adaptation and instructional adaptation) to special education students as outlined in the student’s Individualized Education Program (IEP) and under the supervision and direction of a member(s) of the student support services team.
• Deliver specialized instruction to students either in or out of the classroom setting in individual, small group, or co‑taught classes.
• Work cooperatively under the direction of the general education teacher(s) and/or the student support services team to deliver universal accommodations and curriculum.
• Participate as a member of the student support services team.
• Monitor student progress and report such progress weekly to the student support services team.
• Participate in a weekly meeting with the student support services team that includes data review, academic, social, and behavioral programming updates, and sharing of concerns.
• Participate in professional development as required to meet the needs of students.
• Implement daily lessons under the supervision of the student support services team member who is assigned to implement the IEP.
• Implement any behavioral plans as outlined in the student’s IEP.
• Assist in data collection in support of the student’s IEP goals and objectives.
• Work collaboratively with the student support services team to prepare any specialized instructional materials.
• Prepare to start and end instruction at scheduled times in the classroom on a daily basis in order to support consistency of programming for students.
• Perform all tasks as directed by the building principal.
• In addition, ESP responsibilities may include but are not limited to the following as documented in the student’s IEP:
• • Toileting
  • Attend specials, recess, lunch, etc.
  • Transportation support

• Skilled in implementing instructional and behavioral methods and procedures appropriate for the situation when learning or teaching new things.
• Skilled in de‑escalation strategies after receiving district‑provided training, as appropriate.
• Skilled at assisting students with disabilities.
• Knowledge of or a willingness to learn a variety of computer programs, audio‑visual aids, and other equipment and materials to supplement presentations.
• Ability to shift student responsibilities as the need arises.
• Ability to monitor student performance and progress.
• Ability to demonstrate professionalism and confidentiality.

Work Environment: School setting and can expand to all aspects of the students’ school day.

Physical Requirements:

• Working with students who are on IEPs.
• Ability to physically support students who utilize specialized equipment such as standers, wheelchairs, supportive seating, etc.
• Able to lift up to 45 lbs. to support students, if needed.
• Ability to physically respond to students who are physically unsafe and use physical restraints as part of a de‑escalation process…