Job Description

Job Title:            Special Education Teacher

Reports to:
Building Principal and Special Education Coordinator (Evaluators)

Qualifications:
Master's Degree in Special Education (preferred) 
Massachusetts License as a Special Education Teacher (Moderate) 
Strong Collaboration/ Consultation skills
Excellent organization and multi-tasking skills
Excellent communication and presentation skills - both oral/ written
Extensive knowledge/ experience teaching Reading, Written expression and Mathematics to disabled students (preferred)

General Areas of Responsibility:
To improve the skills of students with disabilities through direct teaching using a variety of instructional methods and in a variety of settings
To evaluate students to determine eligibility, as well as ongoing progress monitoring
To consult with other teachers and staff members regarding the educational needs and programs for assigned students with disabilities
To provide information to parents, both oral and written, regarding their child's disabilities, educational program, and progress
To direct paraprofessional staff in the program implementation and monitoring of special education programs with various students

Specific Job Tasks:
To teach students, in small groups, individual, and large group situations, in a variety of subjects and in different settings, i.e.: general education class, resource room, substantially separate classroom, multi-purpose areas/rooms of the school, with an outcome of improved student performance in identified areas.  

To work collaboratively with other special education teachers, general education teachers, special education paraprofessionals, and therapists to ensure information is shared in a timely fashion and to ensure coordination of efforts/ programs for individual students.

To evaluate students to determine special education eligibility, using appropriate instruments (using district defined protocols), writing comprehensive and thorough evaluation reports that clearly synthesizes and communicate findings to parents and other professionals, and to do so within the district and DESE defined time lines.

To provide supervision and direction to paraprofessionals regarding individual student needs, specific program implementation including techniques and strategies to ensure students are receiving the optimal support; to maintain documentation regarding paraprofessionals' performance and response to supervision.

To observe designated students in a variety of settings for purposes of evaluation (using designated forms/templates),  data collection and to provide consultation to educational team members.

To fully prepare for and participate in Team meetings, including providing specific detail and data regarding student progress and to develop or revise IEPs, using district determined software program, and to do so according to specified timelines.  

To collaborate with pertinent professionals in order to write specific, comprehensive and accurate progress reports, which meet dictated by district/regulatory descriptions and timelines/schedules.  

To administer and summarize interim assessment data/ information to document student progress and to inform district administrators regarding ongoing and/or changing student needs.

To provide information to district administrators for program planning, budget development, and staffing needs/ deployment, as needed during the year.  

Any/ all other duties assigned by the Building Principal and/or Special Education Coordinator/Administrator to assist students and/or contribute to the smooth operation of the school.

Compensation/ Work Year:
    Salary/benefits and work year to be determined in accordance with the collective bargaining agreement. 
    
Other:
Special Education teachers provide direct instruction, are engaged in consultation with other professionals or parents, and complete various paperwork requirements for students with disabilities throughout the week.  All of the students assigned to a special education teacher for supervision/ monitoring/and instruction are students with disabilities. 
Given the various types of students' needs/ disabilities, programs are created and revised annually, based upon the evolving students' needs within a building and/or district.  Teachers will be expected to work with students with various disability types, including Learning Disabilities, Emotional/ Behavioral Disabilities, Intellectual/ Developmental Disabilities, Autism Spectrum Disorders, Neurological, Physical, Communication, Health, etc.  
Special education teachers work with students either in Preschool (ages 3-5), Primary schools (ages 5-9), or at our intermediate schools, (ages 9-13).   Massachusetts license should be either: Moderate Disabilities (grades PK-9) or Intensive Special Education (all ages)

Physical Requirements:
1. Mobility and Movement
Standing and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.
2. Sensory Requirements
Visual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).
Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.
Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.
3. Stamina and Duration
Sustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.
Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.
4. Safety and Emergency Management
Quick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).
Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.

Salary Scale: https://docs.google.com/document/d/1fQwPvODj1cQXzLi0zVNUyLTavwRyCJkLzf1_9kI3RDU/edit?usp=sharing