Long-term Substitute Teacher, Special Education 0.8/Interventionist 0.2 (3328)

Natick Public Schools • Natick, MA

4d • Onsite

About The Position

The Natick Public Schools seek a Long Term Substitute 0.8 Teacher, Special Education/0.2 Interventionist for the 2026/2027 school year. The Natick Public Schools educate approximately 5,300 students from Pre-K through age 22. They are described as an innovative, supportive, and high-performing district with an outstanding staff providing high-quality services for diverse students from Natick and Boston. The district is dedicated to all students achieving high standards in a safe, trusting, respectful environment where learning is exciting, dynamic, and engaging, and where connectedness and belonging are valued and actively cultivated. The student population is diverse, with families speaking almost 60 different languages, approximately 29% Students of Color and 71% White students. The district boasts a graduation rate of 97% and 90% of students attending post-secondary schools, demonstrating a commitment to excellence in educating students to be informed and successful citizens of a global world. Educators who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach are enthusiastically welcomed. The district emphasizes partnering to support diversity, promote equitable practices for all staff, students, and families, and create meaningful connections for inclusion and thriving.

Requirements

• Bachelor’s Degree
• MA DESE licensure in Special Education
• MA DESE SEI Endorsement
• Ability to identify both formal and informal assessments that measure student skill level and conceptual understanding of academic, social-emotional, and behavioral benchmarks.
• Ability to evaluate/analyze formal and informal data in order to provide recommendations based on data.
• Understanding of child/adolescent development.
• Knowledge of best instructional practices for students with special abilities.
• Thorough understanding of the development and implementation of Individualized Education Plans (IEPs) for students.
• Thorough understanding of district, state, and federal policies and regulations as they relate to students with disabilities.
• Thorough understanding of and commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student engagement and opportunity.
• Candidates must be flexible and collaborative.
• Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth.
• Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production.
• Formal application
• Rating of education and experience
• Oral interviews
• Reference check
• Strong record of work performance in current and previous roles required.
• Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints.

Nice To Haves

• Master’s preferred
• Additional certification in general education and/or ESL highly desirable.
• Experience working in a diverse public school setting preferred.
• Experience working with students with disabilities/special abilities preferred.
• Experience providing instruction and support for academic, social-emotional, and/or behavioral needs.
• Experience working in a diverse public school preferred.
• Experience working with students who are English language learners preferred.
• Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred, but will train the right candidate.
• Bilingual skills, especially in Spanish and Portuguese, are highly desirable.
• Strong written and verbal communication skills.
• Strong interpersonal skills.
• Candidates should have a passion for working with students, families, and colleagues.

Responsibilities

• Day to day management of the classroom and provision of instruction, including development and implementation of the Individual Education Plan (IEP) goals, assessment, and curriculum design.
• Supervision of classroom staff and ongoing parent contact.
• Collaboration with general education/special education teachers to ensure student needs are met.
• Design and carry out developmentally appropriate curriculum/programming as required by IEP goals/MA curriculum framework.
• Develop data collection systems using curriculum-based and school-wide progress monitoring tools to monitor progress towards goals and standards.
• Implement behavior and incentive plans and maintain data to support student’s behavior and social emotional needs.
• Guide classroom support staff in implementing activities that support student's goals and other areas of need and in collecting data.
• Provide direct individual and/or group instruction through inclusion and/or resource models.
• Provide interdisciplinary programming through consultation with professional and support staff.
• Conduct thorough educational evaluations, developmental assessments, and/or progress monitoring necessary for quarterly progress reports, annual assessment and re-evaluations.
• Prepare MCAS alternate assessment on students, as assigned.
• Implement social skills training approaches and programs.
• Initiate and support the use of assistive technology to provide access to the curriculum and to support communication as necessary.
• Support the transition of students within the classroom and building by using positive behavior supports, visuals, and developmentally appropriate interventions.
• Organize daily schedule to meet caseload requirements.
• Consult with staff in other discipline areas to improve programming.
• Facilitate ongoing parent communication and encourage family involvement.
• Develop appropriate individual IEPs consistent with District expectations and all applicable laws and regulations.
• Participate in ongoing professional development in the Special Education Department and in your school(s) to support the implementation of School and District initiatives and goals.
• Works with district and school leadership to combat systemic barriers that limit student and families’ equitable access to opportunity.
• Identifies and addresses bias and its impact on rigor and opportunity for students.
• Updates policies and equitable access procedures as needed.
• Other duties as outlined by Special Education building or district administrator.

Benefits

• Salary and benefits per contract with the Education Association of Natick Unit A and Non-Rep Salary Schedule
• Eligible for benefits if hired more than 6 months

What This Job Offers

• Job Type: Full-time
• Career Level: Entry Level