8th Grade Special Education Teacher (Late October 2026-June 2027)

Ashland Middle School is seeking a dedicated and collaborative Special Education Teacher to join our 8th grade team beginning in late October 2026 and continuing through the end of the school year. The successful candidate will provide individualized instruction and support to students with diverse learning needs in both inclusive and specialized settings.

The Special Education Teacher will work closely with general education teachers related service providers counselors families and other members of the school community to ensure students have access to rigorous supportive and appropriately differentiated learning experiences. Responsibilities include developing and implementing Individualized Education Programs (IEPs) providing direct and indirect special education services monitoring student progress and supporting students academic social and emotional growth.

Statement of Duties

• Provides direct and indirect instructional support to 8th grade students in accordance with their IEPs.
• Demonstrates knowledge of adolescent development and diverse learning needs by providing differentiated learning experiences that enable students to make progress toward identified academic and functional outcomes.
• Participates actively in the special education Team process including preparing for and participating in Team meetings and collaborating with families and colleagues.
• Develops implements and monitors Individualized Education Programs (IEPs) with measurable goals and objectives based on student needs and data.
• Ensures compliance with IEP requirements and special education timelines while maintaining accurate and complete student records and preparing required documentation and reports in accordance with state and federal laws district policies and administrative regulations.
• Provides specially designed instruction with clear measurable outcomes and appropriately challenging learning experiences aligned with students IEPs Massachusetts Curriculum Frameworks and local curriculum.
• Collaborates closely with general education teachers to provide accommodations modifications scaffolds and specially designed instruction that allow students with disabilities meaningful access to the general education curriculum.
• Uses a variety of instructional strategies interventions materials and technologies to meet students individual learning needs.
• Collects organizes and analyzes assessment and progress-monitoring data to evaluate student progress adjust instruction and determine appropriate interventions and supports.
• Uses differentiated practices including flexible grouping scaffolding adapted instruction and materials and targeted interventions to respond to differences in student readiness learning needs and learning styles.
• Collaborates regularly with families general education teachers related service providers counselors administrators outside providers when appropriate and other school personnel to support student success.
• Communicates student progress with appropriate colleagues and seeks feedback regarding instructional and assessment practices that may improve student learning.
• Provides students and families with clear descriptive feedback about student progress areas of strength areas for continued growth and strategies for improvement.
• Establishes high expectations for student learning work quality independence perseverance and effort while providing the supports necessary for students to experience success.
• Supports the development of students executive functioning self-advocacy interpersonal communication and collaboration skills as they prepare for the transition to high school.
• Creates and maintains a positive inclusive and supportive learning environment in which students feel respected valued and able to participate meaningfully with diverse peers.
• Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds experiences languages abilities and identities.
• Collaborates effectively with colleagues in examining student work analyzing student performance planning instruction developing interventions and identifying strategies to improve student outcomes.
• Seeks and applies feedback and professional learning from supervisors colleagues professional development opportunities and other resources to continuously improve instructional practice.
• Demonstrates sound professional judgment integrity honesty fairness and trustworthiness and maintains student confidentiality at all times.
• Fulfills all professional responsibilities including meeting required timelines completing paperwork and documentation accurately participating in assigned duties and meetings maintaining regular attendance and demonstrating consistent reliability.

Position Timeline: Late October 2026 through June 2027.

Required Experience:

IC