Long-term Substitute Teacher of Students with Severe Disabilities - High School ILC

Long-term Substitute Teacher of Students with Severe Disabilities – High School ILC Starting Date: Aug 20, 2026 Job Description Title: Teacher of Students with Severe Disabilities – High School ILC Summary: The Teacher of Students with Severe Disabilities at the High School provides specialized instruction and behavioral support for students with significant and complex disabilities within a substantially separate high school classroom setting. The teacher is responsible for developing and implementing individualized programming that supports students’ academic, communication, behavioral, social‑emotional, adaptive, functional, and transition‑related growth while promoting independence, self‑advocacy, meaningful participation in the school community, and preparation for postsecondary goals. The teacher collaborates with families, related service providers, and multidisciplinary team members to ensure safe, appropriate, and meaningful access to the curriculum and school environment. Essential Duties and Responsibilities Apply evidence‑based instructional and behavioral practices, including ABA‑based methodologies, to develop and deliver individualized, small‑group, and multisensory instruction; analyze student performance data to develop measurable goals, targeted lessons, and instructional supports aligned with IEP objectives. Develop and implement Individualized Education Programs (IEPs) in collaboration with the Team Chairperson, related service providers, and parents/guardians to address students’ individual needs. Instruct students in academic, communication, social‑emotional, behavioral, adaptive, functional, and transition‑related skills aligned with students’ ages, developmental levels, individualized needs, and postsecondary goals. Develop and implement age‑appropriate transition instruction, community‑based learning opportunities, and inclusive experiences that promote independence, self‑advocacy, skill generalization, social engagement, decision‑making, and preparation for postsecondary goals. Support students with daily living, self‑care, feeding, toileting, sensory, and regulation needs as required to ensure student safety, access, participation, and independence within the school environment. Implement individualized communication systems and integrate specialized equipment, assistive technology, AAC devices, visual supports, and adaptive tools to promote student access, participation, independence, and engagement. Conduct and utilize educational, developmental, adaptive, functional, transition, and curriculum‑based assessments; monitor student progress through ongoing data collection and progress monitoring to inform instruction, IEP development, educational programming, and placement decisions. Maintain a structured, safe, and supportive classroom environment that promotes student engagement, self‑regulation, independence, positive behavioral outcomes, and access to learning. Collaborate with multidisciplinary team members, including related service providers, to implement accommodations, modifications, instructional supports, and coordinated services that promote student access and success across school environments. Communicate regularly with colleagues, administrators, families, and service providers to share student progress, exchange feedback, and support student well‑being and educational success. Collaborate with the BCBA and multidisciplinary team members to develop, implement, monitor, and evaluate behavior support plans and interventions; implement approved behavioral and safety procedures, including crisis prevention, de‑escalation, physical management, and restraint procedures in accordance with district policy and Massachusetts regulations. Create daily schedules and lesson plans incorporating Instructional Assistants; train, supervise, and support staff in instructional strategies, behavior support implementation, data collection, and student programming. Collaborate with guidance counselors, vocational staff, community agencies, outside providers, and other school personnel to support transition‑focused programming, career awareness, work‑readiness, Pre‑Employment Transition Services (Pre‑ETS), and age‑appropriate experiences aligned with students' individual needs, strengths, preferences, and postsecondary goals. Maintain timely and accurate documentation related to IEP implementation, progress monitoring, behavioral data, incident reporting, and compliance requirements. Prepare materials, lesson plans, and supports for the Extended School Year (ESY) program as assigned. Participate in required professional development, trainings, team meetings, and school‑based activities aimed at improving curriculum, instruction, behavioral programming, and student outcomes. Maintain appropriate Massachusetts DESE licensure and remain current with required certifications and professional practices. Perform other duties as assigned by the Building Principal and/or Director of Student Services and Special Education. Minimum Qualifications Education and Experience Bachelor’s degree required; Master’s degree in Special Education or a related field preferred. Valid Massachusetts Department of Elementary and Secondary Education (DESE) licensure in Severe Disabilities (All Levels). Minimum of three (3) years of experience working with students with disabilities in a public school setting preferred. Experience conducting educational and functional assessments; interpreting evaluation data; and participating in the special education eligibility and IEP development process. Experience developing and implementing Individualized Education Programs (IEPs), collecting and analyzing student data, and providing specialized instruction and behavioral supports for students with significant disabilities. Experience collaborating with related service providers, general education staff, families, and outside agencies to support student access, inclusion, communication, functional skill development, and social‑emotional/behavioral needs. Knowledge, Skills, and Abilities Knowledge of child and adolescent development, learning theory, secondary transition planning requirements under IDEA and Massachusetts special education regulations, and evidence‑based instructional, behavioral, social‑emotional, communication, and functional interventions for students with significant disabilities. Knowledge of federal and state special education laws and regulations, including IDEA, Section 504, and Massachusetts DESE special education requirements. Strong skills in data collection, progress monitoring, analysis, and written documentation related to student performance, IEP implementation, and behavioral programming. Effective oral and written communication skills in English with students, families, educators, related service providers, and outside agencies. Collaboration skills to work effectively as part of a multidisciplinary team supporting student learning, communication, behavioral, functional, and social‑emotional development. Experience implementing and monitoring individualized, evidence‑based academic, behavioral, functional, and social‑emotional interventions and supports. Strong organizational and time‑management skills to manage instructional responsibilities, student data, compliance requirements, and multiple deadlines. Sound professional judgment, confidentiality, flexibility, and responsiveness to the diverse and individualized needs of students. Proficiency with technology and standard educational software applications to support instruction, communication, data collection, and job responsibilities. Commitment to ongoing professional learning and remaining current with evidence‑based practices, instructional strategies, and legal requirements related to special education. Physical Demands The employee is regularly required to move throughout the school environment and actively engage with students across a variety of instructional, therapeutic, recreational, and daily living activities. The employee must be able to sit on the floor, kneel, crouch, bend, reach, stand, walk, and transition quickly between positions. The employee may be required to lift, transfer, escort, or physically assist students, including students who may drop, flop, or require physical support for safety and mobility. The employee may occasionally need to lift and/or move objects or assist students weighing up to 50 pounds or more using appropriate support, equipment, and safety procedures. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. Work Environment The work is performed in a school setting and includes classrooms, therapy spaces, cafeterias, playgrounds, community‑based instructional settings, offices, and meeting spaces. The employee works with students across a range of developmental levels and disabilities, including students with significant cognitive, communication, medical, physical, social, emotional, and behavioral needs. The work environment may include exposure to emotionally charged situations, loud noise levels, bodily fluids, aggressive or unsafe student behaviors, and crisis response situations requiring the employee to remain calm, responsive, and safety‑focused in accordance with district procedures and Massachusetts regulations. Position Type Full‑time Salary $294 to $294 Per Day Job Categories Special Education > Multiple Disabilities Job Requirements Satisfactory CORI, SORI, and national fingerprint background check (SAFIS). Successful completion of annual mandatory training requirements. At least 3 year(s) of relevant experience preferred. Bachelor degree preferred. Citizenship, residency or work visa required. Contact Information Kate Vokes, Director of Student Services and Special Education 4 Maple Road Oxford, Massachusetts 01540 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education