School Year 26/27 Special Education Teacher -SGL2 Gr. 6-8

School Year 26/27 Special Education Teacher - SGL2 Gr. 6-8 Lynn Public Schools – Harold Durgin Success Academy, Lynn, Massachusetts Job Details Job ID: 5717492 Application Deadline: May 29, 2026 11:59 PM (Eastern Standard Time) Posted: May 15, 2026 4:00 AM (UTC) Starting Date: To Be Determined Position Type: Full-Time Job Description Special Education Teacher – SGL2 Gr. 6-8 Small Group Learning – Gr. 6-8 Lynn Public Schools is a vibrant, seaside urban community located just north of Boston. The district serves approximately 17,000 students across 29 school sites, including an Early Childhood Center, 17 elementary schools, a public separate day school, three middle schools, two comprehensive high schools, a vocational high school, an early college high school, a STEAM academy (Grades 6-12), an alternative education academy (Grades 9-12), and the TOGETHER Educating and Advancing Multi-Disabled Students Academy (PreK‑12). The district’s vision and core values focus on inclusiveness, shared responsibility, collaborative relationships, high expectations, and inspiring life‑long learning, aiming to honor diversity and address social‑emotional experiences of all students and families. Qualifications Bachelor's Degree required; Master’s Degree preferred Valid Massachusetts Department of Elementary and Secondary Education license in Moderate Disabilities, 5‑12; Severe Disabilities, all levels SEI Endorsement Additional content‑area licensure is encouraged Understanding of institutional and structural racism, bias, and their impact on underserved communities Knowledge of current education legislation and regulations Ability to work effectively with teachers, support staff, and parents, and to advocate for children in problem‑solving situations Strong interpersonal, communication, and organizational skills; ability to work with all stakeholders Experience in an urban district/setting preferred Ability to meet Massachusetts Standards and Indicators of Effective Teaching Practice Experience working with emotionally impaired/intellectually impaired students highly desirable; willingness to attend “Positive Behavior Strategies for Emotionally Impaired Students” training Performance Responsibilities Responsible for effective planning and assessment of curriculum and instruction Meet and instruct assigned students at designated times and locations Plan a program of study that meets the individual needs, interests, and abilities of the students Provide effective instruction and culturally responsive teaching, including clear learning goals and appropriate instructional and questioning techniques Deliver small‑group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs); provide timely and regular progress reports on student development Provide needed accommodations for student learning and testing when required Collaborate as a team member within the school building to support staff in responding to student needs for modification Use innovative approaches and instructional strategies, including effective use of technology, to increase student learning and confidence Create a classroom environment conducive to learning and appropriate to students’ maturity and interests Promote high standards and expectations for student achievement and behavior Guide the learning process toward achieving curriculum standards and establish clear objectives that reflect these standards for all lessons, units, and projects Implement the district’s mission, philosophy of education, and instructional standards and objectives Assess and document student accomplishments regularly; provide progress reports as required Document learning challenges and seek assistance from district specialists as necessary Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation Assist administration in implementing all policies and rules governing student life and conduct; develop reasonable classroom rules and procedures, maintaining order fairly and justly Be available to students and parents outside instructional hours as required or requested under reasonable terms Maintain and improve professional competence, especially regarding the assignment’s specific grade and subject area appropriateness Attend staff meetings as required Establish and maintain cooperative relationships with others Maintain open communication with students, colleagues, and parents regarding academic and behavioral progress of assigned students Promote equity and appreciation of diversity to ensure equitable opportunities for student learning, including implementing strategies for students with special needs, 504 plans, and/or second‑language learners Provide a safe, nurturing, and engaging learning environment with standards that promote positive social and academic experiences Engage regularly with families and extended community members to support an equitable learning environment for all learners Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of students served Support students with disabilities in a general education setting Differentiate learning for second‑language learners Perform other job‑related duties as assigned Terms of Employment Negotiated with Lynn School Committee and Lynn Teachers Union 180 days per year Pre‑employment physical, drug test, National fingerprint‑based Criminal Background Check (NCBC), and Criminal Offender Record Information (CORI) required before start of employment Benefits The City of Lynn offers comprehensive health and dental benefits, including Harvard Pilgrim PPO/HMO, Altus Dental High/Low, and Vision Insurance. Life insurance, flexible spending plan (FSA), short‑term disability, and long‑term disability are available on a voluntary basis. For additional details, see the City of Lynn website. Non‑Discrimination Policy Lynn Public Schools maintains a policy of not unlawfully discriminating or tolerating discrimination in the administration of its educational and employment policies or programs. The policy applies to protected categories including, but not limited to, sex, sexual orientation, gender identity, gender expression, marital status, familial status, pregnancy, parental leave, race, color, national origin, creed/religion, ethnicity, ancestry, age, genetic information, active military/veteran status, mental or physical disability, special need, proficiency in English, academic achievement, homelessness, and public assistance status. It also includes recognition of race traits historically associated with hair texture, type, length, and protective hairstyles. #J-18808-Ljbffr Young World Physical Education