Long Term Substitute Special Education Moderate Needs - Marlborough High School

Title of Position:

Long Term Substitute Special Education (Moderate Needs)

Effective Date of Employment:

ASAP May 19 2025

Salary:

$200.00 per day for assignments less than 90 days.

$275.00 per day for assignments greater than 90 days (DESE license required).

Organizational Relationship or Line of Authority:

Directly responsible to the High School Principal Educational Team Leader and Supervisors in areas ofinstruction and curriculum.

Job Summary:

Promotes learning and growth of all students providing highquality 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.
• 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.
• 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 higherorder 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 students IEP.
• 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 forallstudents 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.
• 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 standardsbased units examining student work analyzing student performance and planning appropriate intervention.
• Maintains accurate complete and correct records as required by law district policy and administrative regulations
• 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:

• Masters degree from an accredited institution preferred.
• Valid Massachusetts licensure in Special Education covering grades 912 preferred for up to 90 days assignments longer than 90 days require a current valid DESE license in Special Education
• Experience working with students within the inclusion small group and individual settings.
• SEI Endorsement on DESE Licensepreferred
• 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 webbased 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.