FY27 Intensive Special Education Teacher (grades K-3) (5454)

The Westborough Public Schools seek a dynamic Intensive Special Educator

to join our caring staff at Fales Elementary School

beginning in the 2026-27 school year.

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.

Job Title: Intensive Teacher, Special Education, GK-3

Reports to: Principal and Student Services Coordinator

Department: Special Education Grades K-3

Work Year: 184 days

FLSA Status: Exempt, Unit A

Salary Range: Unit A Salary Scale

The Special Education Teacher fosters a love of learning that encourages student curiosity, engagement, and growth in a welcoming community of learners. The Intensive Special Education teacher shall have transition specialist experience and provide learning experiences that engage students in language arts, math, science/technology/engineering, social studies, social-emotional, and behavioral learning guided by the Massachusetts Curriculum Frameworks, district standards and requirements, and IEP goals. The Special Education Teacher facilitates the academic, social and behavioral supports for students with special abilities through direct service, collaboration, consultation, and coaching.

QUALIFICATIONS:

• Education: Bachelor’s and/or Master’s degree from an accredited college/university in a related field

• Professional Certification:
• • MA DESE licensure in Special Education (Intensive Needs)
  • SEI Endorsement
  • Additional certification in general education and/or ESL highly desirable
  • Certification as a Wilson Reading Reading or Orton Gilligham instructor is highly desirable.

• Specialized Knowledge: child development, disabilities, curriculum frameworks, curriuculum/instructional accommodations and modifications, assessments, IEPs and progress reports, applied behavioral analysis (ABA), inclusive practices, growth mindset, progress monitoring, cultural proficiency, anti-bias instruction, co-teaching, CASEL (Collaborative for Academic, Social, and Emotional Learning) social-emotional learning, assistive technology and 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.

PREFERRED EXPERIENCE:

• Experience with transition and community outreach.
• Experience teaching in English Language Learners in a diverse public school setting
• Strong background in inclusive special education practices
• Strong background in literacy and math instruction, along with science and social studies instruction
• Experience writing and implementing IEPs
• Experience creating SMART (specific, measurable, attainable, relevant, time-bound) IEP and progress goals
• Experience assessing student progress and writing data-supported progress reports
Highly desirable to have experience with:

• • Co-Teaching
  • Balanced Literacy
  • Readers' and Writers' Workshop
  • Dyslexia and Explicit phonics instruction
  • Guided Math Workshop model
  • Inquiry-based instruction
  • Project-based learning
  • Eureka Math
  • FOSS Science
  • Second Step
  • Responsive Classroom
  • Technology Integration
  • Assistive technology
  • PBS (Positive Behavioral Supports) using the FAIR system
  • Zones of Regulation
  • Social Thinking
  • Mindfulness-Based Stress Reduction (MBSR)
  • Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)
  • Cognitive Behavioral Therapy (CBT) in Schools
  • Dialectical Behavioral Therapy (DBT) in Schools
  • Rational-Emotive Behavioral Therapy (REBT)
  • Motivational Interviewing
  • Collaborative Problem Solving
  • Behavior Activation Therapy (BAT)

SKILLS:

• Create a welcoming, supportive, and equitable learning environment
• Plan and implement differentiated lessons and ongoing formative assessment based on district and IEP goals and the abilities, needs, and interests of students to whom assigned
• Identify and implement instructional and assessment modifications when needed
• Apply knowledge of current research and theory to instructional design with a demonstrated commitment to remain current in content knowledge and instructional pedagogy
• Facilitate instructional services that are evidence-based: identification of student need, goal-setting, progress-monitoring, and measured outcomes of progress.
• Empower students to be critical thinkers who can reflect on their learning, thoughts, feelings, and behaviors, and implement learned strategies
• Partner and collaborate with team teachers, department colleagues, and specialists
• Provide effective consultation to general education staff, special education colleagues, and families
• Communicate clearly and effectively, both orally and in writing
• Establish and maintain effective relationships with students, colleagues, and parents
• Integrate technology in order to enhance and extend student learning experiences
• Bilingual skills, especially in Spanish and Portuguese, are highly desirable

CENTRAL FUNCTIONS OF THE JOB (MAY INCLUDE BUT ARE NOT LIMITED TO):

• Creates a welcoming and supportive learning environment that embraces the diversity among individuals and ensures equitable opportunities for student learning and community membership
• Manages a caseload of students to ensure that IEPs are implemented and that appropriate student progress is made.
• Provides learning experiences across all subject areas as guided by the Massachusetts Curriculum Frameworks, district standards and requirements, and IEP goals, while creating an environment that is conducive to student learning and engagement.
• Evaluates instructional practice and assessment strategies to increase student learning
• Writes, revises, and monitors IEP implementation
• Monitors student progress using data-driven SMART Goal measures, and effectively communicates such progress through written progress reports, and formal and informal communications with colleagues and families.
• Effectively collaborates with colleagues as a Co-Teacher and/or consultant in order to optimize student learning
• Participates in professional development activities both in and out of District
• Participates in all faculty and committee meetings as required
• Any other relative duties as assigned.

SUPERVISORY RESPONSIBILITIES

The Special Educator has supervisory responsibilities for any paraeducators who may be assigned to his/her/their classroom. In this capacity, the Special Educator is expected to direct the paraeducators, offer timely and appropriate feedback to the paraeducators related to job performance, and partner with the paraeducators to provide engaged learning with their shared students.

SALARY AND BENEFITS:

Salary and benefits, for permanent benefits eligible staff, are per the contract between the Westborough School Committee and the Westborough Education Association.

The Westborough Public Schools do not discriminate on the basis of age, race, color, sex, religion, national origin, gender identity, sexual orientation, disability, or any other class protected by law.

Date Updated: 4/13/2026