Special Education Teachers (Moderate Needs) - PAWS Academy (Elementary)

Marlborough Public Schools•Marlborough, MA

3d•Onsite

About The Position

PAWS Academy at Hildreth School is establishing a new school setting for students in grades K-8. The PAWS Program (Perseverance, Achievement, Wellness, and Success) is a public day special education, therapeutic educational school setting serving K–8 students whose behavioral and social-emotional needs significantly impact their learning. PAWS provides a safe, highly structured, and supportive environment where staff implement individualized, evidence-based interventions to build students’ self-regulation, social skills, resilience, and academic engagement. Through strong collaboration with families and school teams, PAWS staff support students in developing perseverance, strengthening wellness, and achieving meaningful academic and social success, with the ultimate goal of helping students grow and transition successfully within their school communities.

Requirements

Valid Massachusetts DESE licensure in Special Education in the area of Moderate Needs
DESE Special Education License must cover the elementary grade levels.
Experience as a Special Education Teacher
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

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives.
Maintain instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency.
Effectively partner with families, caregivers, community members, and organizations to promote learning.
Maintain an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
Provide direct and indirect instructional support to students as per their IEPs.
Demonstrate 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.
Participate in the Team meeting process.
Develop and implement Individualized Educational Programs (IEPs) with measurable goals and objectives.
Ensure 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.
Provide 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.
Collaborate 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.
Organize and analyze 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.
Collaborate with parents, outside agencies and all building staff.
Share 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, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.
Define high expectations for the quality of student work and the perseverance and effort required to produce it.
Develop students' interpersonal, group, and communication skills and provide opportunities for students to learn in groups with diverse peers.
Anticipate and respond appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
Seek out and apply, 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 collaborate with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Demonstrate sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Fulfill professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
Perform other duties as assigned by building principal.