Anticipated MTSS Lead Teacher (2 positions) (3094)

The Natick Public Schools Seek a

MTSS Lead Teacher (2 positions)

Anticipated Start Date:08/24/2026

We invite you to explore a career with Natick Public Schools.

The Natick Public Schools educate approximately 5300 students from Pre-K through age 22. We are an innovative supportive and high-performing district whose outstanding staff provides high quality services for our diverse students and their families from Natick and Boston. Natick Public Schools is a community dedicated to all students achieving high standards in a safe trusting respectful environment where learning is exciting dynamic and engaging and where connectedness and belonging are valued and actively cultivated. We are home to families that speak almost 60 different languages and our student population is approximately 29% Students of Color and 71% White students. With a graduation rate of 97% and 90% of our students attending post-secondary schools we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world.

We enthusiastically welcome educators to our district who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach. Please partner with us in our mission to support the diversity of our school community promote and deliver equitable practices for all of our staff students and families and create meaningful connections that enable everyone to feel included and thrive.

Education: Masters Degree needed any other advanced education welcomed.

Professional Certification: Valid MA state teaching license required. Elementary 1-6 licensure preferred

Specialized Knowledge:

• Demonstrated success as a classroom teacher or elementary educator.
• Strong knowledge of MTSS frameworks data-based decision-making and evidence-based academic tiered instruction.
• Experience with universal screening progress monitoring and collaborative data team processes.
• Thorough understanding of and commitment to the principles and practices of diversity equity inclusion and social justice as they relate to student staff and community engagement and cultivation

Preferred Experience:

• Experience with Google Suite (Drive Docs Sheets Slides Classroom etc.) and PowerSchool preferred

Skills:

• Demonstrated aptitude for work to be performed
• Bilingual skills especially in Spanish and Portuguese are highly desirable

• Candidates should have a passion for working with students families and colleagues
• Candidates must be flexible and collaborative
• Candidates must be able to multitask in a fast-paced supportive environment that nurtures student growth
• Candidates must be organized and able to meet ongoing time-sensitive deadlines for work production
• Strong communication collaboration and organizational skills.

Alternative degrees/experience may be substituted for the above at the discretion of the Superintendent if such a substitution brings a strong candidate forward.

• Phone intercom personal computer and software applications as outlined above scanner copy machine calculator camera printers and fax machine.

The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Works with district and school leadership to combat systemic barriers that limit student family and staff members equitable access to opportunity

• Identifies and addresses bias and its impact on rigor and opportunity for students and staff
• Updates policies and equitable access procedures

I. Data-Based Identification and Progress Monitoring

• Lead the use of universal screening data benchmark assessments and progress-monitoring tools to identify students in need of Tier 2 academic support.
• Facilitate and support grade-level or data team meetings to apply formal decision rules and multiple data sources when identifying and exiting students from interventions.
• Maintain accurate records of student progress and outcomes to inform instructional adjustments and team decision-making.
• Use ongoing data analysis to refine group composition instructional focus and intervention intensity.

II. Targeted Intervention Delivery

• Design and deliver explicit curriculum-aligned tiered instruction to students
• Implement tiered instruction with research-informed dosage and fidelity
• Align tiered instruction with Tier 1 curriculum and instructional priorities to ensure coherence and transfer of learning.
• Adjust instructional strategies responsively based on student progress and observed needs.
• Model best practices of tiered instruction to educators

III. Collaboration and Instructional Alignment

• Serve as an active member of grade-level teams collaborating with classroom teachers to align Tier 1 and Tier 2 instruction.
• Partner with instructional coaches specialists teachers and administrators to ensure consistency between core instruction intervention practices and schoolwide goals.
• Support classroom teachers with practical strategies for differentiation and scaffolding to strengthen Tier 1 instruction for targeted students.

IV. Family Communication and Engagement

• Collaborate with classroom teachers to communicate regularly with families of students receiving interventions providing clear information about goals progress and instructional strategies.
• Share differentiated home practice recommendations to reinforce intervention learning.
• Support or participate in family engagement opportunities (e.g. family academic nights or workshops) that build understanding of MTSS and academic supports.

V. MTSS Systems Implementation and Capacity Building

• Support building-level MTSS implementation by promoting consistent use of protocols schedules and documentation.
• Contribute to the development and refinement of MTSS systems schedules and staffing models.
• Assist administrators in monitoring fidelity of MTSS practices and identifying areas for improvement.
• Stay current with research and best practices related to intervention progress monitoring and MTSS implementation.
• Support all educators with understanding modeling roll out and capacity building within the MTSS model.

Any other relative duties as assigned.

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:

• move about the classroom school school grounds office and/or off-site locations.
• On some occasions it may be necessary to move quickly across even or uneven surfaces;
• remain in a stationary position for periods of time;
• operate a computer and other school/office productivity machinery (i.e. iPad copy machine computer printer assistive technology etc.);
• read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• position oneself to maintain files and access school/classroom/office materials;
• 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;
• observe details at close range
• in the school setting ensure the safety of students;
• multitask and meet multiple demands from several people;
• may need to teach and support students with life skills development such as eating cleaning and toileting
• lifting up to and including 25 lbs
• the noise level in the work environment is moderate to loud.

• Formal application
• Rating of education and experience
• Oral interviews
• Reference check
• Strong record of work performance in current and previous roles required
• Successful completion of Criminal Records Check (C.O.R.I.) Sexual Offender Record Check (S.O.R.I.) and fingerprints.

The Natick Public Schools do not discriminate on the basis of age race creed color religion nationality sex sexual orientation gender identity disability pregnancy and pregnancy-related conditions physical and intellectual differences immigration status homeless status or any other class protected by law.

Date Updated: 3/2026

Required Experience:

IC