Special Education Teacher-C.A.R.E.S

About the role

The Paul F. Doyon Memorial School is seeking a Special Education Teacher to lead the CARES Program, a therapeutic classroom serving students in grades Kindergarten through 5 with significant social-emotional and behavioral learning needs.

Responsibilities

• Develop and implement individualized academic and behavioral programming aligned with students’ IEP goals and Massachusetts curriculum frameworks.
• Provide specialized instruction and therapeutic support for students with social-emotional, behavioral, and mental health needs.
• Create and maintain a structured, trauma-informed classroom environment that promotes emotional safety, self-regulation, and positive peer interactions.
• Implement evidence-based behavioral and social-emotional interventions, including de-escalation strategies, restorative practices, and positive behavior supports.
• Collaborate with school adjustment counselors, psychologists, behavior specialists, related service providers, and families to support student success.
• Support students in developing coping skills, problem-solving abilities, self-regulation, self-advocacy, emotional awareness, and executive functioning skills.
• Monitor and document student progress, behavioral data, and intervention outcomes to inform instruction and support plans.
• Facilitate crisis prevention and intervention strategies when needed while maintaining student dignity and safety.
• Participate actively in IEP meetings, student support meetings, and multidisciplinary team collaboration.
• Provide supervision, guidance, and support to paraprofessional staff assigned to the program.
• Maintain compliance with all special education regulations, documentation requirements, and district procedures.

Qualifications

• Massachusetts licensure in Special Education (Moderate Disabilities preferred).
• Experience working with students with social-emotional and behavioral challenges in an elementary school setting.
• Knowledge of trauma-informed practices, positive behavioral interventions and supports (PBIS), and social-emotional learning frameworks.
• Strong classroom management and crisis prevention/intervention skills.
• Experience developing and implementing individualized behavioral and academic supports.
• Excellent communication, collaboration, and organizational skills.
• CPI, Safety Care, or similar behavioral/safety training preferred.

Preferred Characteristics

• A calm, patient, and relationship-centered approach.
• Ability to build trust and rapport with students and families.
• Strong problem-solving and reflective practice skills.
• Commitment to creating a supportive and inclusive learning environment.
• Flexibility, resilience, and a collaborative mindset.