Long Term Substitute Teacher, Special Education (3143)

Natick Public Schools•Natick, MA

21h•Onsite

About The Position

The Natick Public Schools Seek a Long Term Substitute Special Education Teacher for the period of 8/24/2026 through 10/21/2026. Natick Public Schools serves approximately 5,300 students from Pre-K through age 22. It is an innovative, supportive, and high-performing district with outstanding staff providing high-quality services for a diverse student population and their families. The district is committed to educating students to be informed and successful citizens of a global world, with a high graduation rate and a significant percentage of students attending post-secondary schools. Natick Public Schools welcomes educators who thrive in a diverse environment focused on the whole child using a strengths-based approach. The district emphasizes supporting diversity, promoting equitable practices, and creating meaningful connections for all staff, students, and families to feel included and thrive.

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.
Demonstrated aptitude for work to be performed.
Strong written and verbal communication skills.
Strong interpersonal skills.
Candidates should have a passion for working with students, families, and colleagues.
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.

Responsibilities

Day to day management of the classroom and provision of instruction.
Development and implementation of the Individual Education Plan (IEP) goals.
Assessment and curriculum design.
Supervision of classroom staff.
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.
In collaboration with administration, updates policies and equitable access procedures as needed.
Other duties as outlined by Special Education building or district administrator.