Special Education Teacher (Moderate Needs) - 1LT. Charles W. Whitcomb School (Middle School)

Marlborough Public Schools•Marlborough, MA

3d•Onsite

About The Position

This position is for a Special Education Teacher (Moderate Needs) at the 1LT. Charles W. Whitcomb Middle School for the 2026-2027 School Year. The role involves promoting student learning and growth through high-quality instruction, authentic assessments, data analysis, and continuous feedback. The teacher will maintain instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effective partnerships with families, caregivers, community members, and organizations are essential. The professional educator will maintain an ethical, culturally proficient, skilled, and collaborative practice.

Requirements

Valid Massachusetts DESE licensure in Special Education in the area of Moderate or Severe Special Education Teacher covering grades 6-8 required.
Experience working with students within the inclusion, small group and individual settings.
SEI Endorsement
Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

Nice To Haves

Master’s degree from an accredited institution, preferred.
Bilingual (Spanish and/or Portuguese Preferred)

Responsibilities

Provides direct and indirect instructional support to students as per their IEPs.
Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
Participates in the Team meeting process.
Develops and implements Individualized Educational Programs (IEPs) with measurable goals and objectives.
Ensures compliance with IEPs and timelines maintaining accurate and complete student records and preparing reports on children and activities, as required by laws, district policies and administrative regulations.
Provides instruction with measurable outcomes and challenging tasks making progress towards requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Collaborates with the general education teachers to modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student’s IEP.
Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
Collaborates with parents, outside agencies and all building staff.
Shares with appropriate colleagues (e.g., general education, English learner staff and counseling staff) conclusions about student progress and seeks their feedback about instructional or assessment practices that will support improved student learning.
Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
Develops students' interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
Seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
Performs other duties as assigned by building principal.