Special Education Teacher

Framingham Public Schools•Framingham, MA

4d•Onsite

About The Position

The Special Education Teacher for the Multiple Disabilities (MD) Program provides critical instructional support through a sub-separate service model, leading a specialized classroom environment to ensure students achieve academic success, independence, and meaningful participation in the learning environment. In this role, the teacher acts as a lead facilitator of a co-treat model, delivering intensive, research-based interventions designed to integrate communication, mobility, and independent daily living skills into academic units for students with complex and medically fragile needs. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by ensuring that even students with the most significant disabilities are meaningfully included in the school community. This commitment aligns with Framingham Public Schools’ high expectations for achievement, providing equal access to specialized instruction, and closing the achievement gap for students requiring the highest level of intensive support. The Multiple Disabilities Program serves students with severe multiple disabilities, including students who are medically fragile. This Program is designed to address the development of communication, mobility, social, and independent daily living skills. The Program uses a co-treat model to integrate communication, mobility, social, and independent daily living skills into academic units. Students in the program for Multiple Disabilities are included in the school community and there are opportunities for school peers to partner with the classrooms.

Requirements

Valid Massachusetts Teaching License in: Severe Disabilities (All Levels) and SEI Endorsement; or Severe Disabilities (Grades PreK-2) and SEI Endorsement.
A Bachelor’s Degree from an accredited college or university in a related field is required.
Experience in a sub-separate or specialized school district setting is required.
Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success.
Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.
Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction.
Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.
Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.
Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed.

Nice To Haves

Master’s Degree preferred.
Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Responsibilities

Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP.
Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
Creates a positive learning experience using appropriate sources, including iPads.
Provides instruction with measurable outcomes, making progress toward higher-order thinking skills.
Demonstrates knowledge of developmental levels by providing differentiated learning experiences.
Develops and implements annual IEP plans, including present levels of performance, goals, and required related services.
Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records.
Conducts formal special education evaluations and reevaluations.
Prepares required reports on children and activities as mandated by law and district policy.
Assesses student progress and determines the need for adjustments to instructional techniques.
Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery.
Serves as the primary contact and liaison for parents and families.
Schedules and participates in Team meetings to develop instructional strategies.
Collaborates with general education teachers to modify and accommodate curriculum as needed.
Coordinates the delivery of special education services outlined in each student's IEP.
Collaborates with paraprofessionals to ensure consistency and student success.
Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.
Other duties as assigned.