1.0 FTE Long-Term Substitute Special Education Teacher (LEAD) (March-May 2025)

1.0 FTE Long-Term Substitute Special Education Teacher (LEAD) (March-May 2025)Join to apply for the 1.0 FTE Long-Term Substitute Special Education Teacher (LEAD) (March-May 2025) role at Reading Public Schools1.0 FTE Long-Term Substitute Special Education Teacher (LEAD) (March-May 2025)1 week ago Be among the first 25 applicantsJoin to apply for the 1.0 FTE Long-Term Substitute Special Education Teacher (LEAD) (March-May 2025) role at Reading Public SchoolsSUMMARY: Joshua Eaton ElementarySchool is seeking a qualified special education teacher. The Special Education Teacher is to help student learn subject matter and skills, subject to Special Education Laws, that will contribute to their educational development, in consideration of their cognitive and social emotional learning abilities.ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.Teaches district-approved curriculum.Develops appropriate instructional materials, activities, & lesson plans, with modifications and accommodations appropriate for individual students taking into consideration cognitive levels and age-appropriateness.Structures the classroom and establishes and maintains standards of student behavior to achieve an effective learning atmosphere.Creates an environment for learning through functional and attractive displays, interest centers and exhibits of student\’s work.Evaluates students\’ academic and social growth, keeps appropriate records and prepares progress reports.Identifies student needs, makes appropriate referrals, and develops and implements individual education plans.Participates in planning of curriculum goals and relevant student performance objectives.Helps students to develop individual learning goals and objectives.Evaluates individual student accomplishment of goals and objectives, records progress, and adjusts individual and group learning activities accordingly.Works with parents of individual children to help guide the growth and development of the children.Demonstrates an understanding of definitions, etiology, & characteristics of students\’ disabilities.Demonstrates an understanding of Massachusetts Curriculum Frameworks and Common Core State Standards.Adapt the Massachusetts Curriculum Frameworks as needed.Integrate technology within instruction to increase student comprehension and interest.Participates in ongoing professional development activities related to student population & certification areas.Participates (as needed) to physically and safely support students (e.g. Behavior-preventative, blocking, escorts, restraints; Medical-positioning, lifting, guide/escort).Communicates regularly with parents by means of newsletters, notes, phone calls, conferences, etc.Is available to students and parents for education-related purposes outside the instructional day.Works with specialists, related service providers, staff members, parents and outside persons or agencies to assist students with special problems.Plans and coordinates the work of paraeducators, parents, and volunteers in the classroom and on field trips.Properly utilizes and conserves physical facilities, equipment and supplies.Assist in the task of operating the school as a community of cooperative and constructive members.Assist in the task of operating the school as a community of cooperative and constructive members.Maintains an understanding of the philosophies and principles utilized in District-wide programs.Follows state and federal special education regulations, as outlined in the IDEA and the requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances clarify or further elaborate, the special education rights and responsibilities set forth in state statute (M.G.L. c. 71B), federal statute (20 U.S.C. Â1400 et seq. as amended), and federal regulations (34 CFR Â300 et seq. as amended).Follows all standards and indicators to the best of his or her ability, as described in the Reading Public Schools Teacher Assessment Process (TAP).SUPERVISORY RESPONSIBILITIES: Supervises the classroom, students, paraeducators and parent volunteers.QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.Required Knowledge, Skills & AbilitiesCertified to teach Wilson and/or Orton-Gillingham Reading Programs preferredAbility to apply knowledge of current research and theory in the educational fieldAbility to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assignedAbility to communicate clearly and concisely both in oral and written formAbility to effectively present information and respond to questions from groups including staff, parents and the general publicAbility to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulationsAbility to write reports, business correspondence, and procedure manualsAbility to use reasoning ability to evaluate information and determine/recommend an appropriate course of actionAbility to define problems, collect data, establish facts and draw valid conclusionsAbility to use professional literature, evidence-based research, and continuing education content to make practice decisionsAbility to establish and maintain effective working relationships with students, parents, staff and the communityAbility to work independently, prioritize tasks and manage several projects simultaneouslyUses instructional technology appropriately and works with students to facilitate their use of instructional technologyAbility to perform duties with awareness of all district requirements, state and federal laws, and Board of Education policiesKnowledge of special education procedures to maintain appropriate confidential recordsAbility to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.)Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff developmentAbility to operate a computer and related software including but not limited to Microsoft Office SuiteExperience writing IEPsCompetence regarding special education law and regulationsExperience evaluating student skills and writing reports to interpret/summarize findingsStrong collaborative, teaching, coaching and leadership skills to support student programming and work in a team settingStrong problem-solving skills to support student successStrong data-collection skills to help to inform decisions for studentsStrong organizational skills to balance the demands of a multi-tasking positionEducation/ExperienceMinimum of baccalaureate degree, master\’s degree preferred.Licenses/CertificationsTeachers must possess valid Massachusetts teacher licensure appropriate to their student population, such as:Students with social-emotional/behavioral disorders-Teacher of Moderate Special NeedsStudents with cognitive/communication/global needs-Teacher of Severe DisabilitiesPHYSICAL DEMANDSThe employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues-both in person and over the phone-is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.WORK ENVIRONMENTThe employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work out-put of students.The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.Seniority levelSeniority levelEntry levelEmployment typeEmployment typeFull-timeJob functionJob functionEducation and TrainingIndustriesEducation Administration ProgramsReferrals increase your chances of interviewing at Reading Public Schools by 2xGet notified about new Special Education Teacher jobs in Reading, MA.Classroom Support Coach for Early Childhood Educators1.0 FTE Long-Term Substitute Special Education Teacher (through September 2025)Special Education Teacher Competitive payTeacher – English as a Second Language (0.2FTE Edison/0.8FTE Haynes EEC) (SY25-26)Special Education Teacher – Science High School. 50-60 per hourSpecial Education Teacher Math High School 50 to 60 per hourSpecial Agent: Education/Teaching ExpertiseGreater Boston $99,461.00-$128,329.00 1 day agoHigh School Special Education Coordinator [SY25/26]Special Education Coordinator (Out of District/Charter Schools/Court Liaison – 210 Day Position)UP Academies: Teacher – Special Education, Resource (0.9FTE PART-TIME) (SY25-26)Special Education teacher k-8 Moderate 60-70 per hourSTIPEND OPPORTUNITY: Special Education Assessor (SUM25)Early Childhood Liaison, Office of Special Education (Anticipated Vacancy) (SY25-26)25-26 Teacher – Special Education Social Education Enhancement at Kennedy TeacherSpecial Education Teacher, Middle School Campus24-25 Special Education Resource Room TeacherTeacher – English as a Second Language, Pre K-6 [0.2 FTE Edison Elementary / 0.8 FTE Haynes EEC](SY25-26)We’re unlocking community knowledge in a new way. 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