Intensive High School Special Education Teacher; grades 9-12

Intensive Special Educator

The Westborough Public Schools seek a dynamic Intensive Special Educator to join our caring staff at Westborough High School beginning in the  school year.

The Westborough Public Schools seek professionals who are excited to join a high-performing district where academic excellence, equity and wellness are our core values.

We are an innovative, supportive, and high-performing district whose stellar staff provides high quality services for our diverse students and their families.

We educate approximately 4,000 students from Pre-K through age 22, from homes that speak almost 30 different languages. Our student population is approximately 54% Students of Color and 46% White students.

We support our passionate, dedicated, and highly skilled staff through ongoing collaboration to ensure their safety, health, sense of belonging, and professional growth.

With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful global citizens.

Job Title:

Teacher, Special Education, 9-12

Reports to:

Principal and Student Services Coordinator

Department:
Special Education Grades 9-12

Work Year:  school year, 184 days

FLSA Status:
Exempt, Unit A

Salary Range:
Unit A Salary Scale

The Special Education Teacher fosters a love of learning that encourages student curiosity, engagement, and growth in a welcoming community of learners. The Intensive Special Education teacher shall have transition specialist experience and provide learning experiences that engage students in language arts, math, science/technology/engineering, social studies, social-emotional, and behavioral learning guided by the Massachusetts Curriculum Frameworks, district standards and requirements, and IEP goals.

The Special Education Teacher facilitates the academic, social and behavioral supports for students with special abilities through direct service, collaboration, consultation, and coaching.

Qualifications:

• Education:
  
  Bachelor's and/or Master's degree from an accredited college/university in a related field
• Professional Certification: MA DESE licensure in Special Education (Intensive Special Needs), SEI Endorsement, Additional certification in general education and/or ESL highly desirable, Certification as a Wilson Reading Reading or Orton Gilligham instructor is highly desirable. AP Certification preferred
• Specialized Knowledge: child development, disabilities, curriculum frameworks, curriculum/instructional accommodations and modifications, assessments, IEPs and progress reports, applied behavioral analysis (ABA), inclusive practices, growth mindset, progress monitoring, cultural proficiency, anti-bias instruction, co-teaching, CASEL (Collaborative for Academic, Social, and Emotional Learning) social-emotional learning, assistive technology and technology integration
• CORI, SORI and Fingerprinting:
  All appointments are conditional based on a satisfactory CORI, SORI and SAFIS Background Check per 603 CMR 51.00.

Preferred Experience:

• Experience with transition and community outreach.
• Experience teaching in English Language Learners in a diverse public school setting
• Strong background in inclusive special education practices
• Strong background in literacy and math instruction, along with science and social studies instruction
• Experience writing and implementing IEPs
• Experience creating SMART (specific, measurable, attainable, relevant, time-bound) IEP and progress goals
• Experience assessing student progress and writing data-supported progress reports
• Highly desirable to have experience with:
• Co-Teaching
• Balanced Literacy
• Readers' and Writers' Workshop
• Dyslexia and Explicit phonics instruction
• Guided Math Workshop model
• Inquiry-based instruction
• Project-based learning
• Eureka Math
• FOSS Science
• Second Step
• Responsive Classroom
• Technology Integration
• Assistive technology
• PBS (Positive Behavioral Supports) using the FAIR system
• Zones of Regulation
• Social Thinking
• Mindfulness-Based Stress Reduction (MBSR)
• Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)
• Cognitive Behavioral Therapy (CBT) in Schools
• Dialectical Behavioral Therapy (DBT) in Schools
• Rational-Emotive Behavioral Therapy (REBT)
• Motivational Interviewing
• Collaborative Problem Solving
• Behavior Activation Therapy (BAT)
• For the BORO program (18-22)
• Secondary Transition Planning
• Vocational skill development
• Community-based Instruction

Skills:

• Create a welcoming, supportive, and equitable learning environment
• Plan and implement differentiated lessons and ongoing formative assessment based on district and IEP goals and the abilities, needs, and interests of students to whom assigned
• Identify and implement instructional and assessment modifications when needed
• Apply knowledge of current research and theory to instructional design with a demonstrated commitment to remain current in content knowledge and instructional pedagogy
• Facilitate instructional services that are evidence-based: identification of student need,…