1.0 FTE Special Education Teacher (Therapeutic Support Program) (Beginning 2025-2026 School Year)

READING PUBLIC SCHOOLS

READING, MASSACHUSETTS

Position:                    Teacher

Department:              Special Education Teacher-Therapeutic Support Program (TSP)

Reports to:                 Principal

FLSA Classification:   Exempt                                   

Approved by:             Thomas Milaschewski, PhD                               

SUMMARY:  Reading Memorial High School is seeking a 1.0 FTE Special Education Teacher in the Therapeutic Support Program (TSP) for the 2025-26 school year. This is a benefits eligible position. The Special Education Teacher helps student learn subject matter and skills subject to Special Education Laws, that will contribute to their educational development, in consideration of their cognitive learning abilities. This position is assigned to the Therapeutic Support Program (TSP), a safe therapeutic environment that provides academic, behavioral, social, and emotional supports in order to improve functioning in these areas. The TSP teacher plans and provides for appropriate learning experiences for students with social/emotional and learning deficits in a variety of educational settings. The teacher is responsible for creating a flexible program and learning environment that provides specialized instruction for students with primary social/emotional disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with accommodations, specially designed instruction, classroom aide support and other needed supports.

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.

• Close collaboration with the TSP counselor/therapeutic support.
• Consistent communication and consultation to applicable members of school staff (teachers, paraprofessionals, administration, counselor, etc.) to support students on caseload.
• Provide direct and indirect instructional support to students in a positive environment.
• Employ special educational strategies and techniques during instruction to improve student skills (study, executive functioning, reading, writing, etc.).
• Instruct students in academic subjects using a variety of techniques to reinforce learning and to meet students' varying needs and interests.
• Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
• Modify the general education curriculum for students based upon a variety of instructional techniques and technologies.
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
• Regular communication with parents to support student learning.
• Develop behavior plans, as needed, to support students in the inclusion setting.
• Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
• Consult with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational and social/emotional development.
• Maintain accurate and complete student records and prepare reports on assigned caseload, as required by laws, district policies, and administrative regulations.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
• Provide crisis intervention, as needed, for students and those in inclusive classrooms.
• Assist in collection of data for providing appropriate classroom interventions.
• Serve as a member of a multidisciplinary team as appropriate.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Manage and support paraprofessionals within the program to support students on caseload.
• Conduct academic evaluations and write reports for special education meetings as part of the Three Year Re-evaluation process.
• 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.
• Maintains an understanding of the philosophies and principles utilized in District-wide programs.
• Demonstrates an understanding of definitions, etiology, & characteristics of students’ disabilities.
• Demonstrate knowledge of subject matter in the Massachusetts Curriculum Frameworks for Math, Science, Language Arts, History and Social Studies.
• Adapt the Massachusetts Curriculum Frameworks as needed.
• Integrate technology within instruction to increase student comprehension and interest.
• 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. §1400 et seq. as amended), and federal regulations (34 CFR §300 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, and paraeducators.

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 & ABILITIES:

• Ability to apply knowledge of current research and theory in the educational field
• Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned
• Ability to communicate clearly and concisely both in oral and written form
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public
• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations
• Ability to write reports, business correspondence, and procedure manuals
• Ability to use reasoning ability to evaluate information and determine/recommend an appropriate course of action
• Ability to define problems, collect data, establish facts and draw valid conclusions
• Ability to use professional literature, evidence-based research, and continuing education content to make practice decisions
• Ability to establish and maintain effective working relationships with students, parents, staff and the community
• Ability to work independently, prioritize tasks and manage several projects simultaneously
• Uses instructional technology appropriately and works with students to facilitate their use of instructional technology
• Ability to perform duties with awareness of all district requirements, state and federal laws, and Board of Education policies
• Knowledge of special education procedures to maintain appropriate confidential records
• Ability 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 development
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite
• Experience writing IEPs
• Competence regarding special education law and regulations
• Experience evaluating student skills and writing reports to interpret/summarize findings
• Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting
• Strong problem-solving skills to support student success
• Strong data-collection skills to help to inform decisions for students
• Strong verbal and written communication skills
• Strong organizational skills to balance the demands of a multi-tasking position
• A proactive and solution focused approach to meeting student needs

EDUCATION/EXPERIENCE:

• Minimum of baccalaureate degree, master’s degree preferred.
• Previous teaching experience.
• Experience and/or understanding of at-risk students; learning interventions, low achieving students, adolescent development and motivational strategies preferred.

LICENSES/CERTIFICATIONS:

• Valid MA DESE Moderate Special Needs certification.
• Secondary certification in academic subject preferred.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is regularly required to move about to provide services and may be required to occasionally traverse throughout the school building. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Occasionally operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents, and other staff members in person and on the telephone. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces.

WORK ENVIRONMENT:

The 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.

Salary : $58,696 - $110,030