Kindergarten Teacher, Therapeutic Support Program (TSP), Bates Elementary School, Salem Public Schools [SY 2026-2027]

Salem Public Schools•Salem, MA

15h

About The Position

Kindergarten Teacher, Therapeutic Support Program (TSP), Bates Elementary School, Salem Public Schools [SY 2026-2027] out Salem Public Schools , where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 10 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity , and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at https://salemk12.org/ . What You’ll Do: As a collaborative member of the Special Education team in Salem, the TSP Teacher will be responsible for teaching, evaluating, and implementing programming for students with emotional disabilities. This person must have working knowledge of effective behaviors, techniques and interventions in consultation with Special Education and General Education teams. The TSP teacher is responsible for continuous caseload management, including parent communication, paraprofessional supervision, and additional professional obligations as determined by the district and site.

Requirements

Bachelor’s Degree (required); Master’s Degree preferred
Required Massachusetts teaching certification/licensure in Special Education Moderate Disabilities (required)
Sheltered English Immersion (SEI) Endorsement (Required within 1-year of start date)
Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice
Ability to write an effective IEPs with SMART goals, functional Transition Plans and sensible accommodations, using district software
Ability to administer, interpret, and report findings from standardized and informal evaluations and observational data collection
Maintain professional competence through in-service education activities provided by the District, and/or in self-selected professional growth activities.
Safety Care Training Certification (District will provide training)
Minimum of 2 years teaching experience and working in an urban public school or charter school setting preferred.
Proven track record of raising student achievement scores in an urban/turnaround environment highly desired.
Proficiency with technology (blended learning, teacher/family communication suites (Remind preferred), Google G-Suite Apps, etc.) desirable.
Dual certification is a plus
Second language (Spanish and/or Portuguese) proficiency a plus
Bilingual candidates and candidates of color strongly encouraged to apply
Current authorization to work in the United States

Responsibilities

Provide specialized instruction that will allow all students to successfully engage in instruction based upon the Common Core standards
Embed social-emotional learning into instruction across the school day
Analyze data to drive instruction and improve student performance
Work collaboratively across school settings, including co-teaching and intensive skills development
Maintain consistent communication and positive student management skills
Collaborate with school personnel, parents, and various community agencies for the purpose of improving the quality of student outcomes
Plan curriculum in accordance with students’ Individual Education Programs (IEPs)
Demonstrate ability to write an effective IEP with SMART goals and sensible accommodations
Demonstrate ability to administer, interpret, and report findings from standardized evaluations
Evaluate students’ abilities in literacy, mathematics, and social development; develop remediation plans and monitor student progress
Manage student behavior for the purpose of providing a safe and optimal learning environment
Support classroom paraprofessionals and other school personnel for the purpose of assuring accommodations, modifications, and student goals are consistently addressed
Complete trimester progress reports, using measurable data
Develop and implement positive student behavior intervention plans
Consult with doctoral level consultant and school adjustment counselors to address ongoing and/or changing therapeutic needs
Use innovative approaches and instructional strategies, including the effective use of technologies, to increase student access, learning, and confidence to learn
Modify/adapt materials, instructional lessons to meet the specific needs of students across the school day
Seek out and support inclusion opportunities for students with their grade-level peers
Provide a consistent and predictable school environment that embeds social-emotional learning