Special Education ESP-; Educational Support Professional G7-8

Job Description

The Westborough Public Schools is seeking a dynamic Special Education Support Professional (ESP-3) to join our staff at Gibbons Middle 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.

Educational Support Professional - 3 (Special Education)

Principal and Student Services Coordinator

Student Services

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

Non‑Exempt, hourly position

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.
• CORI, SORI and Fingerprinting:
  All appointments are conditional on a satisfactory background check.

• Working in a diverse public school setting and with English Language learners.
• Working with students with special abilities, including 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).

• Apply professional standards of conduct and maintain professional boundaries with students and families/caregivers.
• Maintain regular attendance, arrive and depart at specified contractual times, and follow appropriate protocols when absent or tardy.
• Create a welcoming, supportive, and equitable learning environment.
• Implement instructional and assessment modifications and/or accommodations across settings as directed.
• Empower students to be critical thinkers who can reflect on their learning, thoughts, feelings, and behaviors, and implement learned strategies.
• Partner and collaborate with team teachers, department colleagues, and specialists.
• Communicate clearly and effectively, both orally and in writing.
• Establish and maintain effective relationships with students and colleagues.
• Integrate technology to enhance and extend student learning experiences.
• Demonstrate a passion for working with students.
• Demonstrate a belief in growth mindset for students and self.
• Multitask in a fast‑paced environment.
• Maintain a high level of ethical behavior and confidentiality of information (including but not limited to records, performance, and personal information).
• Maintain professional boundaries with students and families/caregivers.
• Think and work flexibly with the ability to adjust when needed.
• Possess 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 students’ special needs.
• A…