Special Education Teacher (Grades 9-12)
About the Employer
Qualifications
Education: Bachelor's degree in Special Education or subject-matter discipline required (Master's degree preferred). Licensure: Valid Massachusetts Department of Elementary and Secondary Education (DSE) teaching certification in Special Education (Teacher of Students with Moderate Disabilities 5-12 or 8-12). Experience: Teaching experience at the secondary level (grades 9-12) working with students with moderate disabilities preferred.
Skills
Deep understanding of high school content standards, graduation requirements, and secondary curriculum modifications. Strong working knowledge of secondary transition planning, post-secondary agency connections, and career/vocational skill development. Proficiency in writing measurable IEP goals, collecting data, and managing compliance timelines. Excellent communication, collaborative, and team-building skills.
Work Environment
High school classroom, resource room, and general education classroom settings. Collaborative academic environment working alongside department heads, guidance counselors, and transition specialists.
Position Overview
The Grades 9-12 Special Education Teacher for Moderate Needs is responsible for delivering specialized academic instruction, executive functioning support, and post-secondary transition planning for high school students with moderate learning, emotional, health, or developmental disabilities. This role involves managing individualized education programs (IEPs), facilitating inclusion in general education high school courses, co-teaching, and preparing students for post-secondary education, vocational opportunities, and independent living.
Instructional Planning and Delivery
Design and deliver specialized, standards-based instruction in core academic areas (literacy, mathematics, science, and social studies) tailored to high school curriculum frameworks. Provide targeted instruction in executive functioning skills, including time management, organization, study strategies, and self-advocacy. Utilize differentiated instruction, universal design for learning (UDL), and assistive technologies to ensure students access and progress within the general high school curriculum. Support inclusion through co-teaching models, push-in academic support, and resource room intervention.
Transition Planning and IEP Management
Develop, implement, and monitor comprehensive IEPs with a strong emphasis on post-secondary transition planning starting at age 14 (or state-mandated age). Conduct transition assessments to guide student goals related to post-secondary education, vocational training, competitive employment, and independent living skills. Coordinate with community agencies, vocational rehabilitation services, and local organizations to facilitate career exploration and transition supports.
Assessment and Progress Monitoring
Administer formal and informal academic assessments, diagnostic evaluations, and progress-monitoring tools. Systematically collect and analyze data to evaluate student growth, measure progress toward annual IEP goals, and adjust instruction accordingly. Prepare comprehensive progress reports and participate in three-year re-evaluation processes.
Classroom Environment and Social-Emotional Support
Establish a structured, supportive, and secondary-appropriate learning environment that promotes student autonomy, self-determination, and responsibility. Implement positive behavior interventions, behavior intervention plans (BIPs), and restorative practices to support social-emotional growth. Teach and reinforce self-advocacy skills to prepare students for college and workforce settings.
Collaboration and Communication
Collaborate regularly with general education content-area teachers to adapt course materials, modify assignments, and ensure accommodations are implemented effectively. Direct and supervise classroom paraprofessionals to optimize support during academic instruction and transition activities. Maintain ongoing, transparent communication with students, parents/guardians, and guidance counselors regarding academic standing, graduation requirements, and transition goals.
Compliance and Professional Responsibilities
Ensure strict adherence to federal (IDEA) and state (DSE) special education mandates, procedures, and documentation timelines. Participate in high school department meetings, professional development opportunities, and district-wide initiatives.
Physical Requirements
Ability to navigate a high school campus, move around the classroom, and supervise students across various learning settings. Ability to lift, transport, or adjust classroom technology and educational equipment up to 25 pounds.
Application Process
Interested candidates should submit a resume, cover letter, copy of DSE teaching certification, and professional references through the Nantucket Public Schools application portal or directly to the High School Principal / Director of Special Education. Applications will be accepted until the position is filled.