ETS, Inclusion Instructional Specialist, King Open School

ETS, Inclusion Instructional Specialist, King Open School Cambridge Public Schools Office of Student Services - Cambridge, Massachusetts Open in Google Maps Starting Date: Sep 1, 2026 Job Description Position: Extended Term Substitute, Inclusion Instructional Specialist Available September 2026 through November 2026 King Open School/Office of Student Services About King Open School Community: The King Open’s commitment statement reads, “The King Open is committed to increasing every student’s ability to monitor her or his own learning, to recognize the role of effort in learning and to work and succeed independently as well as cooperatively.” Through differentiation and academic rigor, we provide our students with a well‑rounded education that will enable them to develop critical and flexible thinking capacity, collaboration skills and a work ethic that will prepare them for becoming productive citizens. We know that this commitment cannot be fully realized without the support of our families. Therefore, participation and feedback from parent/guardian/caregiver(s) is welcomed, and we are also committed to ensuring that all of our families are deeply connected with their child’s learning and the happenings in our school community. Positive attitudes and perceptions influence teaching and learning. Here at the King Open we believe that it is our shared responsibility to maintain and cultivate positive attitudes and perceptions as we work together to teach the district curriculums and plan student centered activities. An authentic respect for diversity as evidenced by a sincere effort to learn about our students’ cultural identities will have a huge impact on creating/sustaining a safe, orderly and high achieving school community. We create opportunities for our students to acquire and integrate; extend and refine as well as use content meaningfully so that they have the skills needed to actively explore and investigate the ever‑changing world. Finally, looking at student work and assessment data will aid the King Open team in making informed decisions about instruction in an intentional effort to close gaps in student learning and dramatically increase student achievement. The Opportunity: The Inclusion Instructional Specialist is responsible for developing the instructional program to meet the individual needs of the inclusion student within the general education classroom. Work with teachers to regularly engage in collaborative problem‑solving, supporting inclusive practice, and serve as a resource to support the least restrictive environment. Key Responsibilities Supports special educators in the development, monitoring, and implementation of a student's Individual Education Plan (IEP) and student‑centered evidence‑based instructional plans. Assists the classroom teacher in designing and implementing effective inclusive practices in the classroom aligned with culturally responsive teaching based on complex student learning profiles. Assists OSS leadership with the design and maintenance of sub‑separate programs in the school (i.e., ASD, DD). Develops a plan for consulting and coaching teachers to increase culturally responsive, inclusive practices, policies, or programs. Trains and coaches general and special education staff in the application of effective instructional methodologies, including Universal Design for Learning, Social Emotional Learning, and Positive Behavioral Intervention Supports. Develop programs across differing learning environments that promote positive academic, social, and behavioral outcomes. Provides ongoing support and training to specialists on designing student‑centered, specially designed instruction. Assists the general education classroom teacher with modifications and strategies for including the inclusion student as much as practical. Partners with school‑based staff (i.e. classroom teachers, literacy and math coaches, speech‑language specialists, school psychologists, and the principal) to design classroom‑based interventions that can increase a student’s chances for success. Consults and collaborates with general education staff and specialists around developing and implementing behavior plans/charts to manage behaviors that affect a student’s learning; work with a team to provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions, and regular monitoring. Integrates technology within the instruction to increase student comprehension and interest. Assist with the development and implementation of MCAS accommodations and MCAS‑Alt grade level competency portfolio. Collaboratively engages family members’ participation with stakeholders. Advocates on behalf of students and their families. In collaboration with the classroom teacher, assist in providing direct instruction to identified students with moderate to significant needs as outlined in their IEP. Other duties as assigned. Your Skill Set Bachelor’s degree, or higher, from an accredited college or university in Special Education with a concentration on learning disabilities. Experience working with students with intensive/complex needs. Experience in providing systematic, multi‑sensory, evidence‑based reading instruction. Ability to handle a multitude of complex issues. Excellent organizational skills, oral and written communication skills, ability to build rapport with educators. Job Details Job ID: 5751101 Application Deadline: Posted until filled Posted: Jun 01, 2026 4:00 AM (UTC) Starting Date: Sep 1, 2026 Position Type Substitute Job Requirements Bachelor degree preferred. Citizenship, residency or work visa required. Contact Information Cambridge Public Schools 135 Berkshire Street Cambridge, Massachusetts 02141 Email: View email address on click.appcast.io EEO Statement At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district. #J-18808-Ljbffr Young World Physical Education