Teacher, Special Education Long-Term Substitute

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THE WAYLAND PUBLIC SCHOOLS SEEK A SPECIAL EDUCATION TEACHER
Job Title
Teacher, Special Educator Long-Term Sub
Location Loker Reports To
Principal and Director of Student Services
Work days/FTE
1.0 FTE (2-3 Months)
Salary/Benefits
Salary and benefits per contract with the Wayland Teachers' Association
Benefits Eligible?
No
Start Date (or approximate start/end dates if an LTS) 8/26/25 FLSA Status
Exempt
WPS is a high-achieving west-suburban district of 2,800 students, with one preschool, three elementary schools, one middle school, and one high school. Our diverse student body hails from Wayland and Boston and is composed of 32% students of color and 68% white students, with 15% of our students having a first language other than English. We seek educators who embrace the diversity of our students and can lead our staff and students in attaining our district's mission:
"Personal and civic responsibility, love of learning, and empathy for others; these are the qualities that the Wayland Public Schools seek to instill in its students. At its core, our mission is to provide a rigorous and stimulating academic environment that promotes the acquisition of knowledge and skills. Yet we deem it equally important to nurture self-confident, collaborative, and conscientious individuals. We strive to create a climate where risk-taking is safeguarded, open expression is encouraged, and free association is protected. Our goal is to advance our students' growth into principled, informed, and capable citizens who will help guide a democracy that follows humanitarian principles in the global forum, and shape a just society where individuals may reach their full potential."
We welcome educators to our district who seek and thrive in a diverse environment that focuses on relationships, belonging, and excellence. Join us in our mission to support the diversity of our school community; implement equitable practices for all of our students, staff, and families; create meaningful connections that foster a sense of belonging; and provide an outstanding educational experience for students, staff, and families.
QUALIFICATIONS Citizenship, residency, or work visa required Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints. Education: Bachelor's degree required Master's degree with emphasis in special education preferred Professional Certification: MA DESE licensure in Special Education, appropriate grade level MA DESE SEI Endorsement Additional certification in general education and/or ESL highly desirable Specialized Knowledge: Strong knowledge of the developmental needs of students with special abilities, including their academic, social, and emotional needs Strong foundation in student-centered pedagogy related to teaching students with special abilities in a variety of settings including heterogeneous classrooms Working knowledge of the Massachusetts Standards-Based curriculum and the principles of UDL Ability to identify formal and informal assessments that measure student skill/performance level and conceptual understanding of academic, social-emotional, and behavioral benchmarks Ability to evaluate/analyze formal and informal data and use this analysis to inform instructional practices and interventions Ability to develop, implement, and assess positive behavioral plans Thorough understanding of the development and implementation of Individualized Education Plans (IEPs) for students Through understanding of district, state, and federal policies and regulations as they relate to students with disabilities Understanding of and commitment to the principles and practices of diversity, equity, belonging, and social justice Experience Experience working with students with disabilities/special abilities Experience teaching in a diverse public school preferred Experience providing instruction and support for students' academic, social-emotional, and/or behavioral needs, including executive function skills Experience/training in language-based instruction/dyslexia including certification in Wilson, O-G, Brain Frames, EmPOWER Writing, etc., highly desirable Experience working with students who are English language learners highly desirable Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred, but will train the right candidate Demonstrated aptitude for work to be performed Specialized Skills: Bilingual skills are highly desirable but not required Must have well-developed interpersonal and communication skills Candidates must be able to multitask in a fast-paced, supportive environment. Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production. Alternative degrees/experience may be substituted for the above
at the discretion of the Superintendent,
if such a substitution brings a strong candidate forward.
ESSENTIAL FUNCTIONS OF THE JOB (not limited to)
The information contained in this job description are illustrations of the various types of work performed and are not an exhaustive list of the duties performed for this position. The omission of specific statements of duties does not exclude them for the position if the work is similar, related, or a logical assignment to the position. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.
Job Goal: The Special Educator is responsible for the direct service to children with special needs, consultation with general education teachers and related service providers, and coordination of all services to Wayland Public Schools' students with special needs in accordance with Chapter 766 and P.L. 94-142.
The special education teacher will provide services via a resource room model in the areas of academic support, executive functioning skills, reading and writing. The special educator will provide service delivery offering academic support and co-teaching in the general education classrooms combined with pull out specialized instruction for small groups and individuals. Students requiring intervention and support have mild to moderate disabilities and cover a range of disabilities.
Responsibilities:
Responsibilities include, but are not limited to: Create an environment of belonging that is conducive to students' growth as learners and community members; Embrace the diversity of the students and ensure that they all have equitable opportunities for learning and belonging; Individual Education Plan (IEP) Process screen and identify children who may have special needs; coordinate 766 evaluation procedures; schedule, prepare for, and chair TEAM meetings for students in the educator's caseload; administer and/or interpret diagnostic assessments and prepare related reports for initial evaluation requests, and for students in the educator's caseload who need three-year re-evaluations; develop and write IEPs in conjunction with parents and other professionals; write comprehensive progress reports deliver instructional services in a variety of settings in accordance with the student's IEP plan effective specialized instruction and intervention for students on IEPs within and outside the general education classroom; Plan, initiate, and supervise activities for teacher assessments to use with children with special abilities. Administer ongoing progress monitoring, strategic monitoring and benchmark systems; Monitor students' understanding of the curriculum and skill attainment and strategically develop/adjust/adapt instruction, materials, and assessments that correlate with general education objectives and IEP objectives. Keep abreast of current developments in the field of special education through reading, in-service activities, workshops, and graduate study. Hold high expectations for all students, provide appropriate support, and serve as a facilitator of student learning; Collaborate and contribute effectively with colleagues regarding curriculum, assessments, instruction, materials, modifications, and meeting individual student needs; Collaborate with colleagues in school counseling, special education, and ESL departments, as well as administration and clinical staff when necessary; Work collaboratively and communicate effectively with families/caregivers to support students' academic, social-emotional, and behavioral development. Actively participate in the accomplishment of the goals and priorities of the grade/PLC/department/school/district Conduct In-Service for staff regarding special education. Adapt and maintain classroom space. Supervise and plan for Teaching Assistants to support students throughout the day Assume such other duties as may be assigned by the Principal or Director of Student Services
WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The employee must be able to perform the essential functions of the job satisfactorily and, if requested, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of their job, absent undue hardship.
While performing the duties of this job, the employee is regularly required to: read material from a computer monitor as well as handwritten or printed matter with or without visual aids; hear voices and machine/building/environmental sounds with or without hearing aides; communicate with others so that information received and given is understood and accurately communicated; communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing; remain in a stationary position for periods of time; position oneself to maintain and access school/classroom/office materials; move through the classroom, school, school grounds, office, and/or off-site locations. operate a computer and other school/office/educational productivity machinery; observe details at close range; in the school setting, ensure the safety of students; multitask and meet multiple demands from several people; lifting up to and including 25 lbs the noise level in the work environment is moderate to loud.
SUPERVISORY RESPONSIBILITIES
The Special Educator teacher is responsible for directing Teaching Assistants and support staff working with students in the Special Educator's caseload.
The Superintendent reserves the right to re-advertise any and all positions. All "anticipated" positions are subject to cancellation or change.
The Wayland Public Schools is an equal opportunity employer which actively seeks to increase the diversity of its work force and does not discriminate on the basis of age, race, color, religion, creed, national origin, sex, gender identity, sexual orientation, disability, pregnancy and pregnancy-related conditions, physical and intellectual differences, immigration status, homeless status, or any other class protected by law. in admission to, access to, employment in, or treatment in its programs and activities. The Wayland Public Schools System is committed to maintaining a harassment-free school environment.
Apply
Location:
Wayland, MA, United States
Category:
Education, Training, And Library Occupations

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