Special Education Teacher

About the role

The Special Education Teacher for Inclusion provides critical instructional support through a combination of pull out and push-in service model, collaborating directly with general education teachers to ensure all students achieve academic success, independence, and meaningful participation in the learning environment. In this role, the teacher acts as a specialized support partner, delivering research-based interventions and modifications within the general education environment. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by supporting academic, social-emotional, and mental health needs.

Responsibilities

• Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP.
• Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
• Creates a positive learning experience using appropriate sources, including iPads.
• Provides instruction with measurable outcomes, making progress toward higher-order thinking skills.
• Demonstrates knowledge of developmental levels by providing differentiated learning experiences.
• Develops and implements annual IEP plans, including present levels of performance, goals, and required related services.
• Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records.
• Conducts formal special education evaluations and reevaluations.
• Assesses student progress and determines the need for adjustments to instructional techniques.
• Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery.
• Serves as the primary contact and liaison for parents and families.
• Schedules and participates in Team meetings to develop instructional strategies.
• Collaborates with general education teachers to modify and accommodate curriculum as needed.
• Collaborates with paraprofessionals to ensure consistency and student success.
• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Participates in staff meetings, serves on committees, and supports extracurricular activities as directed.
• Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Requirements

Valid Massachusetts Teaching License In Depending on the Grade Level: Moderate Disabilities (PreK-2) and SEI Endorsement; or Moderate Disabilities (PreK-8) and SEI Endorsement; or Moderate Disabilities (5-12) and SEI Endorsement. Training And Experience

• A Bachelor’s Degree from an accredited college or university in a related field is required; Master’s Degree preferred.
• Proven track record of delivering high-quality behavior intervention and managing diverse, high-needs classroom environments.
• Experience in a sub-separate or specialized school district setting is required.
• Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Qualifications

Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency. Content Pedagogy & Foundational Skills: Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture. Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs. Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery. Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture. Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals. Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility. Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families. Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

Skills

• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
• Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
• Physical Work Conditions: Mobility, Navigation & Travel; Stationary Tasks; Sensory Requirements; Communication; Manual Dexterity & Technology; General Physical Strength; Ability to lift, move, and position classroom materials and equipment (up to 30 lbs).

Benefits

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Pay

Not specified

Schedule

Not specified