Special Educator for Elementary Therapeutic Learning Program (TLP)

Special Educator for Elementary Therapeutic Learning Program (TLP) Stoneham Public Schools South Elementary School - Stoneham, Massachusetts This job is also posted in Stoneham Public Schools Job Details

Job ID:

5732254

Application Deadline:

Jun 03, 2026 11:59 PM (Eastern Standard Time)

Posted:

Today

Starting Date:

Aug 31, 2026 Job Description A Therapeutic Learning Program (TLP) teacher in Stoneham, MA, would be responsible for providing individualized academic and therapeutic support to elementary students with significant needs, focusing on self-regulation and integration into the least restrictive environment. This involves developing and implementing differentiated instruction, addressing behavioral and emotional needs, and collaborating with a team of professionals to ensure each student's progress. The focus of this program would be to provide student and teacher support in an inclusive environment with the provision of skill building in the areas of self-awareness, self-management, social awareness, relationship skills and responsible decision making in collaboration with the Therapeutic Learning Program Clinician.

QUALIFICATIONS

Qualified applicants must upload a cover letter, resume, transcripts, proof of MA DESE license in Special Education- Moderate Disabilities or Severe/Profound Disabilities as well as three current letters of recommendation

Key Responsibilities:

Individualized Instruction:

Develop and implement individualized education plans (IEPs) and lesson plans tailored to each student's specific needs, abilities, and learning styles.

Therapeutic Support:

Provide behavioral and emotional interventions to help students develop self-regulation skills and coping strategies.

Classroom Management:

Create a structured and supportive classroom environment that promotes positive behavior and learning and provide classroom strategies to general education teachers and support staff to ensure successful classroom integration.

Collaboration:

Work closely with special education staff, general education teachers, therapists, and other professionals to ensure a holistic approach to student support.

Assessment and Progress Monitoring:

Regularly assess student progress, track data, and make adjustments to instruction as needed.

Communication:

Maintain open and regular communication with families and other stakeholders regarding student progress and development. Universal Design for Learning (UDL): Design lessons and units using UDL principles to make learning accessible to all students.

Technology Integration:

Utilize technology to enhance instruction and support student learning.

Data-Driven Decision Making:

Effectively use data to inform instructional decisions and improve student outcomes. Positive Behavior Interventions and Supports (PBIS): Support the implementation and modification of school-wide PBIS systems. Effective July 1, 2026 through June 30,2027 Step B B15 M M15 M30 M45 M60 M75/Doc 1 62,751 65,132 67,513 69,205 70,896 72,602 74,307 76,960 2 64,971 67,337 69,706 71,416 73,124 74,834 76,542 79,198 3 67,937 70,302 72,666 74,373 76,086 77,792 79,498 82,155 4 70,908 73,275 75,642 77,349 79,055 80,759 82,463 85,116 5 73,855 76,224 78,592 80,296 82,002 83,708 85,418 88,071 6 76,814 79,179 81,544 83,252 84,961 86,671 88,379 91,033 7 80,513 82,881 85,244 86,962 88,676 90,389 92,103 94,757 8 84,221 86,592 88,961 90,666 92,372 94,077 95,781 98,438 9 88,667 91,033 93,401 95,107 96,813 98,523 100,232 102,886 10 95,064 96,455 97,843 99,548 101,255 102,962 104,668 107,323 11 - 98,422 106,675 108,426 110,178 111,930 113,683 116,335 12 100,422 108,675 110,426 112,178 113,930 115,683 118,335

Position Type:

Full-Time