High School Special Education ESP-; Educational Support Professional

High School Special Education ESP-3 (Educational Support Professional) - (5929)

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

Job : 5672816

Final date to receive applications: Jul 15, 2026 6:00 PM (Eastern Standard Time)

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

Starting Date: Aug 27, 2026

The Westborough Public Schools is seeking a dynamic Special Education Support Professional (ESP-3) to join our staff at Westborough High School beginning in the  school year (Monday
- Friday, 6.5 hours per day, 2 Mondays per month, 7.5 hours).

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: Educational Support Professional - 3 (Special Education)

Reports to: Principal and Student Services Coordinator

Department: Student Services

Schedule: 6-hour paid work day, M-F (on-site 6.5 hours with 30 minute unpaid break). 20 Mondays (2 per month) staying one hour later will be required, on-site 7.5 hours.

FLSA Status: Non-Exempt, hourly position

Salary Range: ESP Salary Scale

• Education: Associate’s degree or Bachelor’s from an accredited college/university in a related field. Solid related experience may substitute for a degree.
• Specialized Knowledge Preferred: child growth and development, disabilities, applied behavioral analysis (ABA), growth mindset, inclusive practices, cultural proficiency, anti-bias instruction, social-emotional learning, assistive technology and/or technology integration.
• CRIs, SORI and Fingerprinting: All appointments are conditional based on a satisfactory CORI, SORI and SAFIS Background Check per 603 CMR 51.00.
• Preferred Experience:
  
  Working in a diverse public school setting and with English Language learners;
  Working with students with special abilities, including students with physical, cognitive, emotional, behavioral, and/or learning challenges;
  Collecting data and implementing IEPs under the direction of a special educator;
  Teaching life skills such as communication, eating, cleaning, and toileting;
  Highly desirable to have experience with literacy and math instruction, Second Step, Responsive Classroom, PBS (Positive Behavioral Supports) using the FAIR system, Zones of Regulation, Social Thinking, Mindfulness-Based Stress Reduction (MBSR).
• Required Skills
  :
  Ability to apply professional standards of conduct and maintain professional boundaries;
  Maintain regular attendance;
  Creates a welcoming, supportive, and equitable learning environment;
  Implements instructional and assessment modifications and/or accommodations;
  Empowers students to be critical thinkers;
  Partners and collaborates with team teachers, department colleagues, and specialists;
  Communicates clearly and effectively;
  Establishes and maintains effective relationships;
  Integrates technology;
  Demonstrates passion for working with students;
  Demonstrates belief in growth mindset;
  Multitasks in a fast‑paced environment;
  Maintains high level of ethical behavior and confidentiality;
  Thinks and works flexibly;
  Possessing Bilingual skills, especially in Spanish and Portuguese, is highly desirable.

• Provide support to students in large groups, small groups, and one‑to‑one settings;
  Assist the teacher in addressing the educational and functional impacts of individual…