Special Education Teacher - Grades 9-12 (Moderate Disabilities)

TITLE: ACE Program Teacher (Moderate Disabilities Teacher) (Grades 9-12) SUMMARY: The ACE Special Education Teacher provides specialized academic, behavioral, and social-emotional instruction and support to high school students within a therapeutic and alternative education program. The teacher develops and implements individualized programming to support student engagement, self-regulation, behavioral growth, and academic progress within a safe, structured, and supportive learning environment. The teacher collaborates with families, staff, related service providers, and outside agencies to implement individualized supports, monitor student progress, and promote successful participation in school and transition to less restrictive settings when appropriate. ESSENTIAL DUTIES AND RESPONSIBILITIES: The following duties are intended to outline the core responsibilities of the Severe Special Education Teacher. Responsibilities are carried out in accordance with applicable federal and Massachusetts special education laws and regulations, district policies and procedures, and professional standards and expectations for licensed special educators in the Commonwealth of Massachusetts. ●Develop and implement Individualized Education Programs (IEPs) in collaboration with the Team Chairperson, related service providers, and parents/guardians to address students’ individual needs. ●Maintain a safe, structured, and therapeutic environment that supports student engagement, self-regulation, independence, access to instruction, and preparation for successful reintegration into less restrictive settings. ●Provide direct academic instruction, therapeutic supports, and behavioral interventions within the ACE Program. ●Lead social-emotional learning (SEL), self-regulation, executive functioning, and targeted skill-building activities in individual and small-group settings. ●Work as an active member of a multidisciplinary team to ensure a coordinated approach to instruction, related services, and student support. ●Coordinate with related service providers to implement accommodations, modifications, and supports within the general curriculum and school environment as appropriate. ●Participate in biweekly clinical team meetings to review data, student progress, and any medical or programmatic updates. ●Employ individualized, small-group, and multisensory instructional approaches to address diverse student learning needs. ●Monitor student progress through ongoing data collection, assessments, and progress monitoring; use findings to inform instruction, complete progress reports, and support educational programming and placement decisions. ●Conduct educational, developmental, and curriculum-based assessments using formal and informal tools appropriate to individual student needs, abilities, communication styles, and developmental levels to support instructional planning and the special education evaluation process. ●Analyze student performance data to develop measurable goals, targeted lessons, and instructional supports aligned with IEP objectives. ●Communicate regularly with colleagues, administrators, families, and service providers to share student progress, exchange feedback, and support student well-being and educational success. ●Collaborate with the BCBA and other team members to develop, implement, and monitor behavior support plans and behavioral interventions. ●Implement approved behavioral and safety procedures, including crisis prevention, de-escalation, physical management, and restraint procedures, in accordance with district policy and Massachusetts regulations. ●Develop daily schedules and lesson plans and coordinate Instructional Assistant responsibilities to support instruction, behavioral programming, and student needs. ●Support student participation in school, community-based, and inclusive activities as appropriate to individual student needs and abilities. ●Support transition and reintegration planning by collaborating with students, families, and school teams to increase readiness for participation in less restrictive educational settings. ●Coordinate with community agencies and outside providers as needed to support student programming and services. ●Maintain timely and accurate documentation related to IEP implementation, progress monitoring, behavioral data, incident reporting, and compliance requirements. ●Prepare materials, lesson plans, and supports for the Extended School Year (ESY) program as assigned. ●Participate in required professional development, trainings, team meetings, and school-based activities aimed at improving curriculum, instruction, behavioral programming, and student outcomes. ●Maintain appropriate Massachusetts DESE licensure and remain current with required certifications and professional practices. ●Perform other duties as assigned by the Building Principal and/or Director of Student Services and Special Education. MINIMUM QUALIFICATIONS: Education and Experience ●Bachelor’s degree required; Master’s degree in Special Education or a related field preferred. ●Valid Massachusetts Department of Elementary and Secondary Education (DESE) licensure in Moderate Disabilities (5-12). ●Minimum of three (3) years of experience working with students with disabilities in a public school setting preferred. ●Experience conducting educational and functional assessments; interpreting evaluation data; and participating in the special education eligibility and IEP development process. ●Experience developing and implementing Individualized Education Programs (IEPs), collecting and analyzing student data, and providing specialized instruction and behavioral supports for students with significant disabilities. ●Experience collaborating with related service providers, school staff, families, and outside agencies to support student access, inclusion, communication, functional skill development, and social-emotional/behavioral needs. ●Experience implementing behavior support plans, de-escalation strategies, and therapeutic classroom practices preferred. Knowledge, Skills, and Abilities ●Knowledge of child and adolescent development, learning theory, and evidence-based instructional, behavioral, social-emotional, and communication interventions for students with significant social-emotional, behavioral, and/or learning needs. ●Knowledge of federal and state special education laws and regulations, including IDEA, Section 504, and Massachusetts DESE special education requirements. ●Strong skills in data collection, progress monitoring, analysis, and written documentation related to student performance, IEP implementation, and behavioral programming. ●Effective oral and written communication skills to collaborate with students, families, educators, related service providers, and outside agencies. ●Ability to collaborate effectively as part of a multidisciplinary team supporting students’ academic, behavioral, functional, communication, and social-emotional development. ●Ability to implement and monitor individualized, evidence-based academic, behavioral, functional, and social-emotional interventions and supports. ●Strong organizational and time management skills to manage instructional responsibilities, student data, compliance requirements, and multiple deadlines. ●Sound professional judgment, confidentiality, flexibility, and responsiveness to the diverse and individualized needs of students. ●Knowledge of trauma-informed practices, de-escalation strategies, and therapeutic classroom approaches. ●Proficiency with technology and standard educational software applications to support instruction, communication, data collection, and job responsibilities. ●Commitment to ongoing professional learning and remaining current with evidence-based practices, instructional strategies, and legal requirements related to special education. PHYSICAL DEMANDS: While performing the duties of this position, the employee is regularly required to move throughout the school environment and actively engage with students in instructional, therapeutic, behavioral, and community-based activities. The employee must be able to sit, stand, walk, bend, kneel, crouch, reach, and transition quickly between activities and environments. The position requires the ability to safely respond to students exhibiting behavioral, emotional, social-emotional, medical, and/or physical needs, including students who may engage in dysregulated, aggressive, impulsive, self-injurious, or otherwise unsafe behaviors. Responsibilities may include implementing approved crisis prevention, de-escalation, physical management, and restraint procedures in accordance with district policy and Massachusetts regulations. The employee may be required to physically escort, block, separate, lift, or assist students and may occasionally lift and/or move instructional materials or equipment weighing up to 50 pounds or more using appropriate safety procedures and support when necessary. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. WORK ENVIRONMENT: The work is performed in a school setting and may include classrooms, therapeutic and alternative education program spaces, counseling or support areas, cafeterias, gymnasiums, community-based instructional settings, offices, and meeting spaces. The position requires regular interaction and collaboration with students, staff, related service providers, administrators, families, outside agencies, and community partners. The employee works with high school students presenting with a range of academic, behavioral, social-emotional, mental health, executive functioning, and communication needs. The work environment may include exposure to emotionally charged situations, elevated noise levels, verbal conflict, aggressive or unsafe student behaviors, crisis situations, and other unpredictable student responses requiring the employee to remain calm, responsive, flexible, and safety-focused in accordance with district procedures, safety protocols, and Massachusetts regulations. The position requires the ability to work collaboratively within a fast-paced, student-centered therapeutic and alternative education environment that emphasizes relationship-building, behavioral support, social-emotional growth, student accountability, and successful reintegration into less restrictive educational settings when appropriate. The essential duties and responsibilities listed are intended only as an illustration of the type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment of the position.

Salary : $61,770 - $102,875