Position Available In Middlesex, Massachusetts

Special Education Teacher, Pathways (ABA) Program (Moderate or Severe Needs) – Early Childhood Center
Marlborough Public Schools
Early Childhood Center – Marlborough, Massachusetts This job is also posted in Marlborough Public Schools
Job Details

Job ID:

5241904

Application Deadline:

Posted until filled

Posted:

Jun 17, 2025

Starting Date:

Aug 25, 2025
Job Description

Title of Position:

Special Education Teacher, Pathways (ABA) Program (Moderate or Severe Needs)

Salary:

In accordance with the Teachers’ Salary Scale according to education and experience

School Year:

2025-26 School year

Organizational Relationship or Line of Authority:

Directly responsible to the program Director in all matters pertaining to the building. Jointly responsible to appropriate Director and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum and the Assistant Superintendent for Student Services and Equity for all areas of

Special Education Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

Provides direct and indirect instructional support to students as per their IEPs and/or behavior intervention plans.
Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
Participates in the Team meeting process.
Develops and implements Individualized Educational Programs (IEPs) with measurable goals and objectives.
Establish clear objectives for all lessons, units and projects and communicate these objectives to students.
Ensures compliance with IEPs and timelines maintaining accurate and complete student records and preparing reports on children and activities, as required by laws, district policies and administrative regulations.
Provides instruction with measurable outcomes and challenging tasks making progress towards requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Collaborates with the general education teachers to modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student’s IEP.
Assist in collection of data for providing appropriate classroom interventions. Administer and interpret a variety of standardized academic and/or behavioral assessments.
Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
Teach socially appropriate behaviors by employing techniques based upon a positive behavior intervention system.
Serve as a member of a multi-disciplinary team to promote student’s educational, physical and social emotional development.
Oversee the day to day interactions of behavior technicians in collaboration with BCBA.
Utilize instructional strategies and techniques to improve the development of language, cognition, memory, organization and sensory, perceptual-motor skills.
Provide crisis intervention, as needed, for students and those in inclusive classroom.
Develop systems for effective communication for monitoring of progress and needs of students in inclusive classroom settings.
Collaborates with parents, outside agencies and all building staff.
Shares with appropriate colleagues (e.g., general education, English learner staff and counseling staff) conclusions about student progress and seeks their feedback about instructional or assessment practices that will support improved student learning.
Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
Seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Support the transition process between schools and/or programs for students on caseload.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
Performs other duties as assigned by building principal.

Qualifications:

Valid Massachusetts licensure from the Department of Elementary and Secondary Education in Special Education, Severe Disabilites or Moderate Disabilities, covering the PreK grade level is required (If license is in Moderate Disabilites, prior experience with discrete trials is also required).
Dual licensure in

Early Childhood:

Students with and without Disabilities, PreK-2 is preferred.
Master’s degree from an accredited institution, preferred.
Experience working with students within the inclusion, small group and individual settings.
Experience educating students with severe disabilities in a variety of settings, including general education or substantially separate settings.
Experience working with a diverse population of students and families with a multi-cultural community a plus.
Strong ability to multi-task and work within a fast-paced environment focused on student learning, data collection and measurable outcomes
SEI Endorsement preferred
Bilingual (Spanish and/or Portuguese) preferred
Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

Abilities:

Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.
An Equal Opportunity Employer
It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.

Position Type:

Full-Time