Elementary Special Education Teacher: Autism Classroom

Elementary Special Education Teacher:
Autism Specific Classroom

Southbridge Public Schools Charlton Street School – Southbridge, Massachusetts. Starting Date:
Immediately.

Background on Southbridge Public Schools:
Southbridge Public Schools serve approximately 2,200 students in six schools. The district is presently undergoing extensive turnaround at all levels, with the assistance of the Massachusetts Department of Elementary and Secondary Education. This creates unique opportunities for teachers and students. One example is a recently announced, long‑term partnership with the University of Connecticut to develop Southbridge Schools as a national demonstration site for successful implementation of PBIS strategies.

Additionally, our district has received significant grants that allow us to creatively redesign secondary school curriculum, enhance culture and climate, and expand after‑school opportunities. If you are committed to improving students’ educational experiences and social justice, Southbridge Public Schools welcomes you.

More information about the district’s turnaround efforts can be found here.

Position: Special Education Teacher
Reports To: Building Principal
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.

• Plan a program of study that meets the individual needs, interests, 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.
• Assess student progress toward objectives, expectations, and/or goals (e.g., behavioral, motor development, communication skills, academic needs, vocational abilities) to provide feedback to students, parents, and administration.
• Serve as contact person for designated caseload, including completing all associated paperwork, managing the team process, and maintaining communication between teachers, specialists, families, and outside providers.
• Utilize classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment.
• Use a multi‑disciplinary approach to gather various sources of information for progress monitoring and data‑based decision‑making to guide instruction and lesson planning.
• Create a classroom environment conducive to learning and appropriate to the maturity and interests of the students.
• Guide the learning process toward the achievement of established district curriculum goals and communicate clear objectives to the students for all lessons, units, and projects.
• Prepare for classes assigned and show written evidence of preparation upon request of the immediate supervisor.
• Employ a variety of instructional techniques and media consistent with the physical limitations of the location and the needs of students.
• Strive to implement the district’s philosophy of education, instructional goals, objectives, and performance expectations.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Diagnose the learning challenges of students regularly, seeking assistance from district specialists as needed.
• Take necessary precautions to protect students, equipment, materials, and facilities.
• Follow the Southbridge Public Schools code of conduct for the classroom and develop rules of behavior enforced fairly.
• Plan and supervise assignments for paraprofessionals, and make written evaluations as required.
• Maintain a professional growth program that satisfies district requirements and…