Title of Position:

Long Term Substitute Special Education Teacher (Moderate Needs) - Early Childhood Center

Anticipated Dates of Employment:

February 24, 2025 - June 6, 2025

Salary:

$200.00 per day Long Term Substitute Teacher (same subject/ same classroom 30-90 days).

$275.00 per day Long Term Substitute Teacher (same subject/ same classroom 91+ days. DESE license is required).

Organizational Relationship or Line of Authority:

Works under the supervision of the Assistant Superintendent of Student Services and Equity, Educational Team Leader and the building Principal or Director.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

Provides direct and indirect instructional support to students as per their IEPs.
Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
Participates in the Team meeting process.
Develops and implements Individualized Educational Programs (IEPs) with measurable goals and objectives.
Ensures compliance with IEPs and timelines maintaining accurate and complete student records and preparing reports on children and activities, as required by laws, district policies and administrative regulations.
Provides instruction with measurable outcomes and challenging tasks making progress towards requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Collaborates with the general education teachers to modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student’s IEP.
Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
Collaborates with parents, outside agencies and all building staff.
Shares with appropriate colleagues (e.g., general education, English learner staff and counseling staff) conclusions about student progress and seeks their feedback about instructional or assessment practices that will support improved student learning.
Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
Develops students' interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
Seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
Performs other duties as assigned by building principal.

Qualifications:

Valid Massachusetts DESE licensure in Special Education in the area of Severe Special Needs or Moderate Needs, covering PreK level, preferred
Prior experience with descrete trials highly preferred
Experience as a Special Education Teacher in a Theraputic Learning enviornment strongly preferred.
Master’s degree from an accredited institution, preferred.
Experience working with students within the inclusion, small group and individual settings.
SEI Endorsement preferred.
Bilingual (Spanish and/or Portuguese Preferred)
Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

Abilities:

Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.