Special Education Teacher (Moderate or Severe Needs) - Goodnow Elementary School

Marlborough Public Schools•Marlborough, MA

1d•Onsite

About The Position

The Special Education Teacher will serve in a sub-separate program at Goodnow Elementary School, with up to 10 students anticipated, during the 2026–27 school year. The teacher promotes student learning and growth through high-quality instruction, meaningful assessment, analysis of student data, constructive feedback, and ongoing refinement of learning objectives. The role maintains high expectations, creates a safe and effective learning environment, and demonstrates cultural proficiency. The teacher partners with families, caregivers, community members, and organizations and maintains an ethical, skilled, collaborative professional practice. The teacher provides direct and indirect instructional support in accordance with students’ IEPs; develops and implements IEPs with measurable goals and objectives; participates in Team meetings; and maintains compliance, records, reports, and timelines. The role differentiates instruction, adapts curricula and materials, assesses student progress, and adjusts instruction and interventions to support students with disabilities and English learners. The teacher collaborates with general education teachers, families, outside agencies, and school staff; communicates student progress and feedback; supports students’ interpersonal, group, and communication skills; and carries out other duties assigned by the building principal. The position works under the supervision of the Assistant Superintendent of Student Services and Equity, Educational Team Leader, and building Principal or Director. Employment is effective as soon as possible, and salary is according to the Teacher Contract Salary Scale.

Requirements

Valid Massachusetts DESE Special Education licensure in Severe Needs, or Moderate Needs with ABA experience.
DESE Special Education license must cover elementary grade levels.
Experience working with students in inclusion, small-group, and individual settings.
Ability to use the school system database, standard Microsoft and Google products, and web-based sites.
Ability to select and use instructional methods and procedures appropriate to the situation.
Ability to read and understand written information and understand spoken information and ideas.
Ability to communicate information and ideas clearly in speaking and writing.
Ability to work respectfully and collaboratively as part of a team.

Nice To Haves

Experience as a special education teacher in a therapeutic learning environment.
Master’s degree from an accredited institution.
SEI Endorsement.
Bilingual ability, with Spanish and/or Portuguese preferred.
Other qualifications the Superintendent finds appropriate and acceptable.

Responsibilities

Provide direct and indirect instructional support to students as specified in their IEPs.
Differentiate learning experiences based on students’ developmental levels and learning needs.
Participate in Team meetings.
Develop and implement IEPs with measurable goals and objectives.
Ensure compliance with IEPs and timelines; maintain complete and accurate student records and prepare required reports.
Provide instruction with measurable outcomes and challenging tasks aligned with state standards and local curricula.
Collaborate with general education teachers to modify curriculum in accordance with students’ IEPs.
Analyze assessment results to determine progress and adjust instruction, interventions, and enhancements.
Use differentiated methods, including tiered instruction, scaffolds, adapted instruction, and adapted materials, to accommodate learning differences and support students with disabilities and English learners.
Collaborate with parents, outside agencies, and building staff.
Share conclusions about student progress with appropriate colleagues and seek their feedback on instructional and assessment practices.
Provide descriptive feedback and engage students and families in constructive conversations about improving student performance.
Set high expectations for student work, perseverance, and effort.
Develop students’ interpersonal, group, and communication skills and provide opportunities to learn with diverse peers.
Anticipate and respond appropriately to conflicts or misunderstandings related to differences in backgrounds, languages, and identities.
Seek and apply ideas for improving practice from supervisors, colleagues, professional development, and other resources.
Collaborate with colleagues on standards-based units, student work review, performance analysis, and intervention planning.
Protect student confidentiality and demonstrate integrity, honesty, fairness, and sound judgment.
Fulfill professional responsibilities, including timely and reliable completion of paperwork, duties, and assignments, and regular attendance.
Perform other duties as assigned by the building principal.