Intensive High School Special Education Teacher; grades 9-12

Intensive High School Special Education Teacher (grades 9-12) (5489)

Westborough Public Schools 3210505 Westborough High School - Westborough, Massachusetts Open in Google Maps

Job : 5797370

Final date to receive applications: Jul 08, 2026 6:00 PM (Eastern Standard Time)

Re-Posted: Jun 24, 2026 4:00 AM (UTC)

Starting Date: Aug 27, 2026

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.

• 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 or Orton Gillingham 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.

• Experience with transition and community outreach.
• Experience teaching 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

• 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…