Grades 6-8 Substantially Separate Classroom Teacher

Everett Public Schools•Everett, MA

About The Position

The Grades 6-8 Substantially Separate Classroom Teacher is a special education teacher responsible for programming and implementing Individualized Education Program services for students with cognitive developmental disabilities in a small-group setting. The teacher collaborates with ancillary service providers and paraprofessionals to improve student performance through evidence-based practices. Primary responsibilities include ensuring student safety, collaborating appropriately, and attending to each student’s readiness to learn. The role includes creating a safe and respectful learning environment; planning and facilitating instruction and accommodations; supporting student inclusion, communication, behavior, social skills, and daily routines; implementing and monitoring IEPs and behavior support plans; supervising classroom paraprofessionals; and communicating with families and the broader educational team. The position also involves evaluating students according to their IEP timelines and participating in district-offered de-escalation and physical management training when appropriate.

Requirements

Bachelor’s degree in Education or Special Education.
Massachusetts licensure in PreK-8 Moderate Disabilities or Severe Disabilities.
SEI Endorsement.

Nice To Haves

Master’s degree.
Three years of experience working with students with developmental disabilities.
Experience applying the principles of Applied Behavior Analysis.

Responsibilities

Create a safe and respectful learning environment with clear and consistent schedules and routines.
Apply basic principles of Applied Behavior Analysis (ABA) daily.
Plan and facilitate lessons and accommodations for in-person learning aligned with State Standards.
Collaborate with general education teachers and other special education teachers.
Support students in accessing inclusion settings and promote school-wide respect for differences and inclusion.
Create a system to motivate students to perform to their potential, including use of positive reinforcement.
Follow individual behavior support plans, collect behavior data, and consult regarding the effectiveness of interventions.
Implement de-escalation procedures and respond to challenging behaviors respectfully while preserving students’ dignity.
Provide social modeling, scripts, and social skills instruction.
Support students in toilet training routines.
Supervise the daily activities of paraprofessionals assigned to the classroom.
Collaborate with ancillary service providers, including SLP, OT, PT, and BCBA providers, to provide a whole-child approach to learning.
Support students in increasing communication skills, including through visuals, AAC devices, and PECS.
Implement IEP accommodations, collect data on IEP goals, and report progress in academics, behavior, and social skills as required by the Massachusetts Department of Elementary and Secondary Education.
Participate in Team meetings, report student progress in parent-friendly language, and propose new programming accommodations as needed.
Evaluate students as necessary according to their IEP timelines.
Maintain ongoing, two-way culturally responsive communication with parents.
Participate in district-offered de-escalation and physical management training when appropriate.