Temporary Special Education ESP-; Educational Support Professional) K-3

The Westborough Public Schools is seeking a dynamic Temporary Special Education Support Professional (ESP-3) to join our staff at Fales Elementary School.

October 14, 2026 - June 22, 2027.

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.

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) staying 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 based on a satisfactory CORI, SORI and SAFIS Background Check per 603 CMR 51.00.

• 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:
  • Knowledge in the areas of 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)

• Ability to apply professional standards of conduct and maintain professional boundaries with students and families/caregivers.
• Ability to maintain regular attendance, arrive and depart at specified contractual times, and follow appropriate protocols when absent or tardy
• Creates a welcoming, supportive, and equitable learning environment
• Implements instructional and assessment modifications and/or accommodations across settings as directed
• Empowers students to be critical thinkers who can reflect on their learning, thoughts, feelings, and behaviors, and implement learned strategies
• Partners and collaborates with team teachers, department colleagues, and specialists
• Communicates clearly and effectively, both orally and in writing
• Establishes and maintains effective relationships with students and colleagues
• Integrates technology in order to enhance and extend student learning experiences
• Demonstrates a passion for working with students
• Demonstrates a belief in growth mindset for students and self
• Multitasks 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
• 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 students' special needs
• Assist with implementing accommodations and modifications to the setting, content, and instruction in…