Special Education Teachers (Moderate Needs) - PAWS Academy (Elementary)

Marlborough Public Schools•Marlborough, MA

1d•Onsite

About The Position

The Special Education Teacher will serve elementary students in grades K–5 at PAWS Academy at Hildreth School. PAWS Academy is a public day therapeutic special education program serving K–8 students whose behavioral and social-emotional needs significantly affect their learning. The program offers a safe, structured, and supportive setting in which staff use individualized, evidence-based interventions to foster self-regulation, social skills, resilience, and academic engagement, partnering with families and school teams to support students’ growth and successful transitions within their school communities. The teacher promotes student learning and growth through high-quality instruction, meaningful assessment, analysis of student data, constructive feedback, and refinement of learning objectives. The role requires maintaining high expectations, establishing a safe and effective learning environment, demonstrating cultural proficiency, collaborating with families and colleagues, and maintaining an ethical and professional practice. The position works under the supervision of the Assistant Superintendent of Student Services and Equity, Educational Team Leader, and building Director. The role is for the 2026–27 school year, with employment effective as soon as possible. Salary is in accordance with the MEA Salary Scale based on education and experience.

Requirements

Valid Massachusetts DESE licensure in Special Education in the area of Moderate Needs, covering elementary grade levels.
Experience as a Special Education Teacher.
Experience working with students in inclusion, small-group, and individual settings.
SEI Endorsement.
Ability to use school system databases, 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 comprehend spoken information and ideas.
Ability to communicate information and ideas clearly in speech and writing.
Ability to work respectfully as part of a team and demonstrate constructive, collaborative behaviors.
Other qualifications may be considered as the Superintendent finds appropriate and acceptable.

Nice To Haves

Master’s degree from an accredited institution.
Bilingual in Spanish and/or Portuguese.

Responsibilities

Provide direct and indirect instructional support to students as specified in their IEPs.
Provide differentiated learning experiences based on students’ developmental levels and learning needs.
Participate in the Team meeting process.
Develop and implement IEPs with measurable goals and objectives.
Ensure compliance with IEPs and timelines; maintain accurate student records and prepare required reports.
Provide instruction with measurable outcomes and challenging tasks that promote higher-order thinking and learning aligned with state standards and local curricula.
Collaborate with general education teachers to modify curricula for students with disabilities in accordance with their IEPs, using appropriate instructional techniques and technologies.
Organize and analyze assessment results, monitor progress, adjust instruction, and identify or implement differentiated interventions and enhancements, including tiered instruction, scaffolds, and adapted instruction or materials.
Collaborate with parents, outside agencies, and building staff.
Share conclusions about student progress with appropriate colleagues and seek feedback on instructional and assessment practices.
Provide descriptive feedback and engage students and families in constructive conversations about improving 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 from supervisors, colleagues, professional development, and other resources to improve practice and develop expertise.
Collaborate with colleagues on standards-based units, student work review, performance analysis, and intervention planning.
Demonstrate integrity, honesty, fairness, and trustworthiness and protect student confidentiality.
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.