Special Education Teacher, Moderate Disabilities (Partial-ACT Program), multiple positions K-8, Salem Public Schools, Salem, MA [SY 2026-2027]

Salem Public Schools•Salem, MA

3d•Onsite

About The Position

Salem Public Schools is seeking passionate educators for multiple Special Education Teacher, Moderate Disabilities (Partial-ACT Program) positions for K-8 students for the 2026-2027 school year. Salem is a diverse city, and Salem Public Schools serves nearly 4,000 students across 10 schools. Our vision is to prepare all students to thrive in a diverse and changing world, guided by our core values of belonging, equity, and opportunity. We are looking for individuals committed to urban education and improving student achievement for all students.

Requirements

Bachelor’s Degree (required)
Maintain a Massachusetts Teaching Certification/Licensure in Special Education Moderate Disabilities (required)
SEI Endorsement (required)
Able 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
Current authorization to work in the United States

Nice To Haves

Master’s Degree preferred
Second Language (Spanish) Proficiency (preferred)
Safety Care Training Certification (District will provide training)

Responsibilities

Teaching, evaluating, and implementing programming for students in the partial general education setting who have a primary disability of Autism Spectrum Disorder.
Implementing ABA and behavior techniques and interventions in an inclusive setting.
Collaborating with special education staff, general education teachers, therapists, and consultants.
Managing a fluid caseload and maintaining flexibility with scheduling.
Consistent parent communication.
Paraprofessional supervision.
Transition planning.
Additional professional obligations related to student and programming needs.
Collaborate frequently with general education teachers and administrators to support students in the least restrictive setting possible.
Work collaboratively across school settings, including co-teaching and common planning with therapists and support staff.
Plan curriculum and provide specialized instruction that allows all students to successfully engage in instruction.
Use innovative approaches and instructional strategies, including the effective use of technologies, and ABA techniques to increase student access, learning, independence, and confidence to learn.
Modify/adapt materials and instructional lessons to meet the specific needs of students with disabilities across the school day, as identified in the IEPs.
Analyze a variety of data to drive instruction and improve student access and performance.
Develop IEPs with SMART goals and logical accommodations using formal and informal data.
Report on student progress with IEP goals at scheduled intervals throughout the school year.
Maintain consistent communication with students, staff, families and outside agencies.
Collaborate with school personnel, parents, and various community agencies for the purpose of improving the quality of student outcomes and implementing effective Individual Education Programs (IEPs), 688 Referrals and Transition Plans for students.
Evaluate students’ abilities in basic academics and social development.
Help manage students’ social behavior and academic habits of learning.
Other duties as assigned by the building principal, special education administrator and/or Executive Director of Special Education.