THE WESTBOROUGH PUBLIC SCHOOLS SEEK A DYNAMIC SPECIAL EDUCATOR (SEVERE PREFERRED OR MODERATE WITH NOTABLE EXPERIENCE)

to join our caring staff at Hastings Elementary School

QUALIFICATIONS:

• Education: Bachelor’s and/or Master’s degree from an accredited college/university in a related field
• Professional Certification:
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• MA DESE licensure in Special Education (Intensive Needs preferred)

• SEI Endorsement
• Additional certification in general education and/or ESL highly desirable
• Certification as a Wilson Reading Reading or Orton Gilligham instructor is highly desirable.
• Specialized Knowledge: child development, disabilities, curriculum frameworks, curriuculum/instructional accommodations and modifications, assessments, IEPs and progress reports, applied behavioral analysis (ABA), inclusive practices, growth mindset, progress monitoring, cultural proficiency, anti-bias instruction, co-teaching, CASEL (Collaborative for Academic, Social, and Emotional Learning) social-emotional learning, assistive technology and technology integration.
• CORI and Fingerprinting: All appointments are conditional based on a satisfactory CORI and SAFIS Background Check per 603 CMR 51.00.

PREFERRED EXPERIENCE:

• Experience with transition and community outreach.
• Experience teaching in English Language Learners in a diverse public school setting
• Strong background in inclusive special education practices
• Strong background in literacy and math instruction, along with science and social studies instruction
• Experience writing and implementing IEPs
• Experience creating SMART (specific, measurable, attainable, relevant, time-bound) IEP and progress goals
• Experience assessing student progress and writing data-supported progress reportsHighly desirable to have experience with:
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• Co-Teaching
• Balanced Literacy
• Readers’ and Writers’ Workshop
• Dyslexia and Explicit phonics instruction
• Guided Math Workshop model
• Inquiry-based instruction
• Project-based learning
• Eureka Math
• FOSS Science
• Second Step
• Responsive Classroom
• Technology Integration
• Assistive technology
• PBS (Positive Behavioral Supports) using the FAIR system
• Zones of Regulation
• Social Thinking
• Mindfulness-Based Stress Reduction (MBSR)
• Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)
• Cognitive Behavioral Therapy (CBT) in Schools
• Dialectical Behavioral Therapy (DBT) in Schools
• Rational-Emotive Behavioral Therapy (REBT)
• Motivational Interviewing
• Collaborative Problem Solving
• Behavior Activation Therapy (BAT)

SKILLS:

• Create a welcoming, supportive, and equitable learning environment
• Plan and implement differentiated lessons and ongoing formative assessment based on district and IEP goals and the abilities, needs, and interests of students to whom assigned
• Identify and implement instructional and assessment modifications when needed
• Apply knowledge of current research and theory to instructional design with a demonstrated commitment to remain current in content knowledge and instructional pedagogy
• Facilitate instructional services that are evidence-based: identification of student need, goal-setting, progress-monitoring, and measured outcomes of progress.
• Empower students to be critical thinkers who can reflect on their learning, thoughts, feelings, and behaviors, and implement learned strategies
• Partner and collaborate with team teachers, department colleagues, and specialists
• Provide effective consultation to general education staff, special education colleagues, and families
• Communicate clearly and effectively, both orally and in writing
• Establish and maintain effective relationships with students, colleagues, and parents
• Integrate technology in order to enhance and extend student learning experiences
• Bilingual skills, especially in Spanish and Portuguese, are highly desirable

The Special Educator has supervisory responsibilities for any paraeducators who may be assigned to his/her/their classroom. In this capacity, the Special Educator is expected to direct the paraeducators, offer timely and appropriate feedback to the paraeducators related to job performance, and partner with the paraeducators to provide engaged learning with their shared students.