Special Education Teacher Long-Term Sub - Mindess Elementary

Overview

Ashland Public Schools is seeking a dynamic special education teacher for Mindess Elementary to cover a short term leave. The leave begins January 5, 2026 and ends February 13, 2026. The ideal candidate will provide supervision and instruction for all students with identified needs both in the special education setting and the regular education setting. This position requires implementing individualized educational plans, implementing behavioral intervention plans, monitoring student behavior, data collection and reporting, providing information to appropriate school personnel, and communicating effectively with the students’ family when necessary.

• Responsible for the daily educational programs for children as prescribed in the Individual Educational Plan (IEP)
• Responsible for the diagnostic/prescriptive programming for students with social/emotional learning needs
• Work collaboratively with TEAM members to develop and write an IEP
• Work with building staff to integrate students into general education classrooms and programs
• Assist classroom teachers, special subject staff, administrators and other building personnel in the implementation of accommodations and modifications for inclusionary practices
• Manage student behavior to allow for high levels of engagement with the content
• Collect and evaluate data
• Write and review student progress reports
• Implement comprehensive behavior support plans
• Direct and support the work of the Educational Support Professionals (EPS’s) both in special and general education settings

Candidates for consideration must have:

• Certification as Special Education Teacher in moderate special needs at the appropriate grade level, SEI endorsement, and experience with students with an emotional disabilities
• At least one year of experience as Special Education Teacher
• Demonstrated knowledge of Massachusetts and federal special education laws, regulations, eligibility criteria and ability to implement the special education process to ensure compliance
• Knowledge of Individualized Education Programs and related IEP software programs
• Knowledge of nature and complexities of a variety of emotional disabilities
• Ability to communicate effectively and work collaboratively with all school personnel and parents