High School Special Education Teacher

SEEM Collaborative•Stoneham, MA

22h•Onsite

About The Position

SEEM Collaborative is seeking a compassionate, highly motivated, and skilled Special Education Teacher to join our Campus Academy High School team. This teacher will lead a self-contained classroom designed for students in grades 12+ with intellectual disabilities who require support in social skills, social-emotional learning (SEL), and functional academics. This position offers the opportunity to make a meaningful impact in the lives of students with complex learning profiles and emotional regulation challenges.

Requirements

Bachelor’s degree in Special Education or a related field.
Massachusetts DESE licensure in Moderate or Severe Disabilities (5–12 or All Levels).
Experience working with students with intellectual disabilities and/or social-emotional needs.
Strong classroom management and behavioral intervention skills.
Ability to adapt instruction to meet the diverse learning needs of students.

Nice To Haves

Master’s degree in Special Education, Psychology, or a related discipline.
Familiarity with trauma-informed practices and positive behavioral interventions and supports (PBIS).
Experience with functional life skills, vocational readiness, and transition planning.
Training or familiarity with Safety Care Therapeutic Interventions
Experience working in collaborative team settings.

Responsibilities

Design and deliver individualized, developmentally appropriate instruction aligned with IEP goals and the Massachusetts Curriculum Frameworks.
Provide explicit instruction in social skills, self-regulation, coping strategies, and functional communication.
Implement evidence-based SEL programs (e.g., Zones of Regulation, Social Thinking, Second Step) adapted to meet students’ cognitive levels.
Develop and maintain a structured, predictable, and supportive classroom environment.
Collaborate with school psychologists, social workers, speech and language pathologists, and behavior specialists to provide coordinated services.
Integrate academic, behavioral, and emotional supports into daily instruction using a trauma-informed approach.
Utilize assistive technology, visual supports, and other tools to enhance access to the curriculum.
Collect and analyze student data to inform instruction, progress monitoring, and IEP development.
Communicate regularly with families, caregivers, and outside service providers to ensure consistency across settings.
Participate in IEP meetings, team meetings, and professional development sessions.
Support students in community-based learning, vocational exploration, or life-skills activities as appropriate.