The teacher will develop and execute individualized learning programs and IEPs for students with severe and moderate disabilities. Responsibilities include conducting assessments, implementing behavior intervention plans, and providing physical care and support in a public school setting.
Requirements summary
A Bachelor's degree in Special Education and appropriate state certification are required, with a Master's degree and two years of experience preferred. Candidates must be physically capable of lifting students and managing body fluids while maintaining a patient and professional demeanor.
CAPS Collaborative is seeking a dynamic and enthusiastic special education teacher with severe/profound certification to join our dedicated educational team.
Staff to student ratio ranges from 6:8 to 8:8.
Applicants should have experience working with students with severe, multiple disabilities including medically fragile student profiles.
This specialized classroom is located in a public school setting.
The applicant will work closely with related service providers in an embedded therapy model individualized to each student's needs.
About us
CAPS Collaborative will work in partnership with districts to provide programs and services of the highest quality. To provide these services, we adhere to the following values:
To commit every aspect of the organization to providing exceptional educational opportunities for students.
To demonstrate quality and responsiveness by becoming the first choice of districts for programs and services.
To be a customer-focused organization that constantly evaluates district needs.
To integrate quality, integrity, respect, and teamwork into every aspect of the organization.
To demonstrate accountability through constantly evaluating results and progress toward goals.
To implement programs and services in the most cost-effective manner and to exercise due diligence in financial decision making.
We will work in partnership with districts to ensure that students transition to the least restrictive environment in their home school district.
About the role
To coordinate, develop, and execute developmentally appropriate individual learning programs and educational services that will contribute to students' academic, social, and emotional growth, as well as the student's health and well being.
Responsibilities
Performs a variety of assessments and observations to determine the areas in which the student may need extra or modified educational services. Assessment areas may include academic performance, behavior, social development, or physical health.
Identifies the students' needs and develops related lesson and teaching plans.
Develops individualized education programs (IEPs) for each student, setting learning goals and adopting modifications as necessary; ensures each students activities and lessons are planned and organized according to his/her abilities.
Reports on student progress toward IEP goals quarterly.
Communicate effectively with students, staff, parents, and team members.
Develops and teaches lessons that provide engaging learning opportunities for small groups and individual students while meeting required specifications of IEPs and 504 plans.
Implements IEPs, provides ongoing or follow-up assessments, and continually tracks progress and makes modifications as necessary.
Understands and develops intervention strategies and behavior intervention plans.
Ensures programs comply with Individuals with Disabilities Education Act (IDEA); ensures each applicable student is provided with Free Appropriate Public Education (FAPE) that is properly modified for his/her individual needs.
Develops, completes, and maintains all paperwork mandated by local, state, and federal guidelines, laws, and regulations.
Attends all IEP meetings.
Maintains knowledge of special education teaching methods, research, and best practices through professional development and study.
Advocates on behalf of the students.
Celebrates the achievements and successes of students.
Recognizes the importance of staff attitude and professionalism in responding effectively to those in their charge.
Train paraprofessionals in student's programs, including academic, feeding, physical therapy, occupational therapy, speech and language, data collection, equipment use and technology accommodations.
Walking and moving about the classroom and school environment to provide individual instruction to both students and staff.
Capable of stooping/bending, squatting and kneeling for significant amounts of time to:
Provide instruction to students in a variety of positioning equipment, placing students from standing to floor levels (Standers, bolsters, wedges, sidelyers, therapy balls, Tumbleforms, etc.)
Change diapers & dress/re-dress students throughout the day
Take off/put on equipment (Body Jackets, AFOs, Swash Braces, splints, etc.)
Carry out therapy carryover skills with students
Assist students with self-care needs
Must have the ability to exercise universal precautions and tolerate constant management of body fluids (urine, feces, drool, runny noses, sneezing and coughing by children unable to independently cover their mouth and/or nose, vomit, stoma & tracheae care).
Lift and carry objects and/or classroom equipment:
0-20 pounds, constantly
21-50 pounds, often
51-60 pounds, rarely
Lift and move students for repositioning several times a day:
20-50/60,1 man lift
51/61 & up, 2-4 man lift dependent on exact weight and students tone
Push and pull students in wheelchairs on flat surfaces and inclines:
20-200 pounds (1-2 person required dependent on exact weight and angle of incline)
May be required to physically handle students weighing 20-200 pounds, by one's self during an emergency situation.
Must be able to assist ambulatory students with visual impairments and/or unsteady (ataxic) movement.
Must be able to address and handle students with behavioral issues (aggressive or self-stim).
Must assist students daily in all activities of daily living.
Must have the ability to reach grasp and handle objects using upper extremities.
Must possess excellent reading, writing and mathematical skills.
Must be capable of making sound judgments and decisions.
Must be able to deal with people in a variety of situations.
Performs other related duties as assigned.
Candidate requirements
Excellent verbal and written communication skills.
Excellent interpersonal skills with ability to maintain a calm and patient demeanor with all students.
Thorough understanding of various special education needs and services.
Thorough understanding of and the ability to implement a variety of effective teaching methods.
Thorough understanding of policies, laws, and guidelines related to special education including IDEA, lEPs, and 504.
Excellent organizational skills and attention to detail.
Proficient with Microsoft Office Suite or related software.
Bachelors degree in Special Education required; Masters degree preferred.
Appropriate state license or certification required.
Physical Requirements
Two years of experience highly preferred.
Prolonged periods standing and walking throughout school and classroom.
Must be able to lift to 15 pounds at a time.
Must be able to assist students who have physical difficulties.
Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day.
Prolonged periods sitting and working on computer to complete necessary paperwork.
Market context
Classroom teacher roles in Massachusetts
Classroom teacher openings in Massachusetts are often driven by school staffing needs, student support priorities, and subject-area coverage. These roles are competitive because employers look for strong communication, classroom management, and the ability to meet state and district expectations; in this listing, the requirements and benefits are AI-summarized from the original job description, which can save candidates research time. Before applying, review the certification, schedule, and any required documentation to confirm you meet the posted qualifications.
