Teacher, Special Education (Therapeutic Substantially Separate Program)

Gardner Public Schools•Gardner, MA

9h•Onsite

About The Position

The Special Education Teacher serves as the liaison for students in the Therapeutic Substantially Separate Program. The program serves students with Emotional Disabilities who need a highly modified curriculum, smaller class sizes, and lower student-to-teacher ratios. Classroom instruction is based on Applied Behavioral Analysis principles, with support from a BCBA. The teacher provides specialized academic instruction and oversees student support services and paraprofessionals. The role includes developing and implementing IEPs, conducting assessments, maintaining ABA program records and data-collection procedures, tracking and reporting student progress, creating instructional materials and visual supports, embedding social skills, and consulting with general education teachers to support student transitions and participation. The teacher collaborates with related service providers, parents, and outside providers, and supports students’ academic, social, daily living, and behavioral needs. The position is for the school year plus professional development days. Salary and benefits are provided according to the MTA/GEA contract. Evaluation is conducted according to that contract.

Requirements

Massachusetts Professional License for Teacher of Students with Moderate Disabilities or Severe Disabilities.
Ability to meet all requirements of restraint training and be physically able to perform restraint.
Ability to manage students who may engage in aggression, profanity, spitting, or other inappropriate or maladaptive behaviors.

Nice To Haves

Master’s degree preferred.
ABA experience preferred.

Responsibilities

Provide specialized academic instruction and learning for students with IEPs and moderate to severe disabilities; oversee student support services and direct paraprofessionals’ work.
Schedule, facilitate, and write IEPs and progress reports in accordance with state regulations, and manage special education compliance for the assigned caseload.
Direct and oversee classroom RBTs’ daily schedules, behavior-plan implementation, data collection, material development, academic modifications, and individualized IEP-objective ABA programming.
Consult and collaborate regularly with related service providers and attend consultation meetings specified in students’ IEPs.
Ensure instructional strategies and service frequencies align with students’ IEPs and the Massachusetts Curriculum Frameworks.
Track and monitor academic, functional, and behavioral progress, including data for the Massachusetts Alternative Assessment Portfolio when needed.
Provide IEP student progress notes during each marking period.
Conduct assessments and evaluations as needed and as determined by the special education coordinator.
Manage challenging behaviors, which may include aggression, profanity, spitting, or other inappropriate or maladaptive behavior.
Implement instructional and behavioral programs with BCBA support, including discrete trial training, data collection and graphing, documentation and feedback, instruction, and de-escalation techniques that may require physical interventions and follow-through.
Maintain ethical conduct and confidentiality of student information and records.
Facilitate assigned students’ participation in peer and general classroom activities and maintain contact with teachers to monitor student progress.
Oversee communication with parents and outside providers.
Meet restraint-training requirements and be physically able to perform restraint.
Maintain professional licensure and competence through staff development and other professional activities.
Perform other related duties as assigned by the Principal, Director of Pupil Personnel Services, or another appropriate administrator.