JOB DESCRIPTION: Under the direction of the School Principal and the Director of Student Support Services, the special education teacher assesses, plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aids, accommodations, and other needed support. The teacher must: Have excellent integrity and demonstrate good moral character and initiative.Is ethical and reliable, and meets routine responsibilities consistently.Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, elementary/early childhood assessments in mathematics and literacy, and researchrelated to learning and best practicesExhibit a personality that demonstrates enthusiasm and interpersonal skills to relate well with students, staff, administration, parents, and the community.Demonstrate the ability to use electronic equipment for word processing, data management, information retrieval, visual and audio presentations, and telecommunications. 5. Possess knowledge and demonstrate understanding of all required components of the Individualized Education Program(IEP). 6. Possess the Sheltered English Immersion Endorsement for Educators (SEI) 7. Preference for individuals trained in specific reading intervention(s) such as: Wilson, Orton-Gillingham, Corrective Reading, Reading Mastery, Reading Recovery, Phono Graphix, or Lindamood-Bell, etc. 8. Skilled with G-Suite for Education 9. Must have a current Massachusetts Teaching License in Moderate Disabilities 5-12 or Severe Special NeedsResponsibilities:The successful candidate will demonstrate knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities; MA content curriculum frameworks and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and Union #73/Ralph C. Mahar Regional policies and effective instructional practices. The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.Essential Duties: (These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position). Provide direct and indirect instructional support to students in a positive environment. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system. Collect and analyze data to determine current levels of performanceModify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students. Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs. Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development. Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings. Provide crisis intervention, as needed, for students and those in inclusive classrooms.Assist in collection of data for providing appropriate classroom interventions. Serve as a member of a multidisciplinary team as appropriate.Carefully design paraprofessional support to ensure provision of targeted specialized instruction and facilitate inclusion.Assist in preparation of data for local, state, and federal reports. Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities. Perform related work as requiredSALARY: Based on Unit B contractPhysical Requirement: Position requires light work exerting up to twenty (20) pounds of force occasionally, and/or ten (10) pounds of force constantly to move objects.Constant hearing, hand-eye coordination/mind-eye coordination; intermittent keyboarding and telephoning. Frequent repetitive motions with wrists, hands, and fingers.Other Requirements: Excellent oral and written communication skills Computer proficiency in spreadsheets, databases, and work processingDemonstrated ability to work well with othersDemonstrated organizational skills. SEI Endorsement.MA DESE certification Teacher of Moderate Disabilities, 5-12Three years’ classroom experience and experience with students on behavior plans preferredPossession of a valid driver’s license.CERTIFICATION: Appropriate MA Licensure Required