Special Education Teacher, Academic Support Intensive Program (STEP Program), Salem Public Schools [SY 2026-2027]

Salem Public Schools•Salem, MA

16h•Onsite

About The Position

Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. The Academic Support Intensive Special Education Teacher (also known as “Learning Skills”) is responsible for a caseload of students identified with neurological, mild intellectual and/or communication disorders in a variety of settings. This includes the inclusive setting of general education classes and/or the substantially separate setting, as dictated by their IEPs. The Special Education Teacher works in consultation with special and general education teams to provide a rigorous and accessible learning experience for all students. The Special Education Teacher will effectively manage a caseload, including providing specialized instruction that allows students to progress academically and socially; assuring that documented accommodations are delivered with consistency; transitioning students in/out of classes and programs; participating in professional learning communities with grade-level cohorts; providing parent communication, developing and implementing IEPs; implementing positive behavioral interventions; and working with paraprofessional staff to ensure the consistent provision of a high-quality programming for students.

Requirements

Bachelor’s Degree (required)
Required Massachusetts teaching certification/licensure in Special Education (required)
Sheltered English Immersion (SEI) Endorsement (Required within 1-year of start date)
Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice
Ability to write an effective IEPs with SMART goals, functional Transition Plans and sensible accommodations, using district software
Ability to administer, interpret, and report findings from standardized and informal evaluations and observational data collection
Maintains professional competence through in-service education activities provided by the district, and/or in self-selected professional growth activities
Current authorization to work in the United States

Nice To Haves

Master’s Degree preferred
Proficiency with technology (blended learning, teacher/family communication suites (Remind preferred), Google G-Suite Apps, etc.) desirable
Second language (Spanish and/or Portuguese) proficiency a plus

Responsibilities

Plan curriculum and provide specialized instruction that will allow all students to successfully engage in the sub-separate and general education settings.
Work with the classroom support team and assigned clinical staff to develop data-taking mechanisms and analyze data to drive instruction and monitor student progress.
Maintain consistent positive relationships with students and manage student behavior by implementing positive student management strategies.
Work collaboratively across school settings and with parents and various community agencies to improve the quality of student outcomes, develop solutions, plan curriculum, collect data, and create and implement Individual Education Programs (IEPs) for students.
Demonstrate ability to write an effective IEP and generate progress reports using IEP software.
Demonstrate ability to administer, interpret and report findings from standardized evaluations.
Present evidence of student progress toward goals and objectives in a professional manner during special education meetings.
Evaluate students' abilities in basic academics and social development using formal and informal measures.
Support and direct paraprofessionals and other school personnel in their implementation of classroom goals and IEP accommodations, modification, and goals.
Use innovative approaches and instructional strategies, including the effective use of technologies, to increase student access, learning and confidence to learn.
Modify/adapt materials, instructional lessons, etc. to meet the specific needs of students across the school day, as identified in their IEPs.
Embed social-emotional learning (SEL) and strategies into lesson-planning.
Additional duties as appropriate, assigned by the building Principal, Special Education Supervisor or Executive Director of Special Education.