Special Education Teacher (TIDES Program), Salem High School, Salem Public Schools, Salem, MA [SY 2026-2027]

Salem Public Schools•Salem, MA

7h•Onsite

About The Position

Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 10 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. As a collaborative member of Salem High School, this person is responsible for teaching, evaluating, and implementing IEPs for students with emotional disabilities, primarily within a substantially separate setting, but also at times, supporting students in the inclusive setting. The Special Education Teacher must be able to create a welcoming environment where all students are able to access academic and social learning. The teacher must have a working knowledge of curriculum standards and work in consultation with support staff and general education teams. The Special Education Teacher is responsible for continuous caseload management, i.e., rigorous lesson planning, parent communication, academic, social and behavioral supports, and professional obligations as determined by our District, school and the Therapeutic Support Program.

Requirements

Bachelor's Degree (Required)
Required Massachusetts teaching certification/licensure in Special Education
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
Maintain 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
Experience with Social Emotional Learning (SEL) programs preferred
Minimum of 2 years teaching experience and working in an urban public school or charter school setting preferred
Proven track record of raising student achievement scores in an urban/turnaround environment highly desired
Proficiency with technology (blended learning, teacher/family communication suites (Remind preferred), Google G-Suite Apps, etc.) desirable
Safety Care Trained, or willing to be trained (District provides)
Second language (Spanish and/or Portuguese) proficiency a plus
Bilingual candidates and candidates of color strongly encouraged to apply

Responsibilities

Use innovative approaches, and instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn
Modify/adapt materials and deliver instructional lessons to meet the specific needs of Students with Emotional Disabilities
Conduct standardized evaluations, analyze results, develop written reports and present findings at team meetings
Develop and implement IEP goals, and when applicable, participate in developing transition plans
Participate in completing Functional Behavioral Assessments and the resulting development of individual behavior support plans.
Provide instruction, collect data and complete trimester progress reports
Analyze data to drive instruction and improve student performance.
Collaborate with school personnel, parents and various community agencies for the purpose of improving the quality of student outcomes.
Support classroom personnel in the implementation of classroom goals and students’ IEP accommodations, and behavior plans
Assure implementation of data-taking mechanisms and reporting strategies, oversee the collection and analysis of data for student progress
Provide classroom staff (paraprofessionals) with resources, tools, and modeling of instructional techniques and methodology
Assure accommodations are consistently delivered in the inclusive settings according to students’ IEPs
Present evidence of student progress toward goals and objectives through routine, written progress-monitoring and formal presentations at IEP meetings
Additional duties as assigned by the Special Education Supervisor, Principal and Executive Director of PPS