special education teacher massachusetts

Special Education Guide

Special Education Master’s Programs in Massachusetts

Special education teachers in massachusetts drive outcomes for state programs.

Massachusetts has developed a blueprint for a single system of support that accounts for the academic and non-academic needs of all students. Called the Massachusetts Tiered System of Supports (MTSS), this framework focuses on system-level change for all students, including those with disabilities.

The goal of the MTSS is to provide quality core educational experiences for Massachusetts students in a safe and supporting learning environment. It also calls for targeted interventions and supports.

The Commonwealth encourages every school district in the state to work toward an integrated approach that supports both the academic and social-emotional needs of all students. Through the MTSS, master’s educated special education teachers have been particularly critical to seeing to it students receive academic instruction and behavioral support.

This includes differentiation and extension activities designed specifically around the unique needs of each special education student in alignment with the Universal Design for Learning Principles, which promote:

• Multiple means of action and expressions
• Multiple means of engagement
• Multiple means of representation

Applying MTSS to Students with IEPs

Dedicated teachers are responsible for incorporating each student’s custom tailored Individualized Education Program (IEP) into the design and implementation of instruction and assessments to ensure each student entitled to special education services enjoys access to the complete system of supports and tiered instruction available to them.

Special education services in Massachusetts fall under one of the following areas:

• Early Childhood Special Education (ECSE) Services : Designed for young children, ages 3-5, with disabilities that require specially designed instruction or related services. Massachusetts law requires school districts to ensure that developmentally appropriate ESCE programs and services are available.
• Secondary Transition : Secondary Transition begins when students receiving special education services reach the age of 14. These services are provided until they graduate or reach the age of 22. Transition services are defined by federal law as a coordinated set of activities within a results-oriented process. These activities are designed to help special needs students move from school to post-school activities.

Number of Special Education Students in Massachusetts Soar Above the National Average

As of the 2015-16 school year, students with disabilities comprised 17.2 percent of the student population in Massachusetts – much higher than the national average of 13 percent.

Further, special education expenditures in the Commonwealth accounted for 21.2 percent of the overall state budget. Statewide expenditures for special education services in Massachusetts have steadily risen since 2006, sparking concern from the Massachusetts Commissioner of Elementary and Secondary Education about whether the high costs associated with special education were paying off for students.

The analysis that followed uncovered several, exciting trends:

• Massachusetts has the second highest rate in the US for identifying students with special needs
• Both general education students and those with disabilities in Massachusetts receive some of the top scores of the National Assessment of Educational Progress distribution, compared to students in other states.

How One Massachusetts Teacher is Making a Difference in Special Education

Audrey Jackson, 2016 Massachusetts Teacher of the Year, is inspired by her students and driven by social justice. As a fifth grade teacher at the Joseph P. Manning Elementary School in the Boston Public Schools, Jackson has worked to become a facilitator of learning who dedicated to helping students grows into teammates and community members that advocate for themselves.

Audrey earned a BA in American Studies, with a focus on race and ethnicity, and then went on to earn an MA in Elementary and Special Education in 2007. Jackson’s first job as a fifth grade teacher at Joseph P. Manning Elementary School allowed her to focus on children with special needs, as this Boston public school focuses on the inclusion of all children. It is committed to providing support for children with mental illness or those who have experienced trauma.

She has enjoyed various leadership and advocacy opportunities, which included a spot on both the Teach Plus National Advisory Board and the Boston Foundation Teacher Advisory Board. She also works as a Diversity Recruitment Fellow for the Boston Public Schools, where she shares her best practices in math instruction and trauma-informed culture. Jackson also shares her knowledge speaking on panels and as a guest lecturer in graduate courses.

Jackson believes that every child deserves to know they have a story worth hearing and that there’s a world worth exploring.

Special education teacher salary in Massachusetts

The average salary for a special education teacher in Massachusetts is around $74,110 per year.

Special education teachers earn an average yearly salary of $ 74,110 . Wages typically start from $ 45,310 and go up to $ 110,060 .

0 % below national average ● Updated in 2018

Special education teacher earnings by seniority

Top-level special education teacher earnings begin at :.

$ 52.91 per hour

$ 110,060 per year

Senior-level special education teacher earnings begin at :

$ 44.16 per hour

$ 91,860 per year

Mid-level special education teacher earnings begin at :

$ 35.63 per hour

$ 74,110 per year

Junior-level special education teacher earnings begin at :

$ 27.86 per hour

$ 57,940 per year

Starting level special education teacher earnings begin at :

$ 21.78 per hour

$ 45,310 per year

Approximate values based on highest and lowest earning segments.

Special education teacher salary by state

How do special education teacher salaries compare to similar careers?

Special education teachers earn about the same as related careers in Massachusetts. On average, they make less than distance learning coordinators but more than school counselors.

Source: CareerExplorer (Aggregated)

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Found 241 jobs

Albert einstein distinguished educator fellowship program.

• Washington D.C.
• Department Of Energy

Are you passionate about STEM teaching and eager to collaborate with other educators? Do you celebrate diversity and believe that a rich mix of bac...

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Special Education Teacher

• Newark, NJ, US
• Competitive
• Gateway Academy

OUR MISSION The BRICK Education Network (BEN) mission is to relentlessly knock down all barriers to students' academic success. Our innovative model

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Paraprofessional [Sped Sub/Sep. Aide, Sped Learning Disabled] [Frederick Pilot MS]

• Boston, MA, US
• Boston Public Schools

Job Title: Paraprofessional Reports to: Principal/Head of Schools General Description and Goals: Paraprofessionals will assist teachers in p

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Teacher - Elementary Gr. 3 and Moderate Disabilities/Inclusion

THIS IS A LONG TERM SUB POSITION that is expected to start on 09/04/2024 and end on 04/15/2025. Please note, all substitute teachers are hired as per

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Teacher - Mathematics and Moderate Disabilities/ Learning Disabled Gr. 7

This position is an anticipated vacancy. It is expected to be vacant by 6/20/2024. However, the current incumbent has a right to rescind their retirem

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Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 3

THIS IS A LONG-TERM SUB POSITION that is expected to start on 04/22/2024 and end on 01/06/2025. Please note, all substitute teachers are hired as per

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Teacher - [English] and Moderate Disabilities/Inclusion [Sped Sub/Sep.] Gr. 9-12

Boston Public Schools seeks an exceptional Special Education [English] Inclusion teacher with an SEI endorsement who is highly qualified and knowle

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Teacher - Social Studies - Moderate Disabilities/Inclusion Gr. 6-8

Boston Public Schools seeks an exceptional Special Education [Social Studies] Teacher with an SEI Endorsement who is highly qualified and knowledgeabl

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Teacher - English as a Second Language and Moderate Disabilities, Gr. 6-8

Boston Public Schools seeks an exceptional English as a second Language (ESL) and Special education/moderate disabilities teacher who is highly quali

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Teacher - Moderate Disabilities/ [Special Education Inclusion Programs][Part Time 0.5 FTE]

Boston Public Schools seeks an exceptional Special Education [ Special Education Inclusion Programs] Teacher with an SEI Endorsement who is highly qua

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Teacher - Moderate Disabilities Special Education, Sub./Sup., Gr. K-8

Boston Public Schools seeks an exceptional Special Education Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our com

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Teacher - Moderate Disabilities/Resource [0.6 FTE Part-Time]

Boston Public Schools seeks an exceptional Special Education Resource Part-Time 0.6 FTE Teacher with an SEI Endorsement who is highly qualified and k

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Teacher - English as a Second Language and Moderate Disabilities, Gr. K-6

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Teacher of Visually Impaired

General Description: Teachers of the Visually Impaired provide services to students with visual impairments which will allow them to access the BP

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SPED Para Educator

• Springfield, MA, US
• Springfield Public Schools

***Open until filled*** Paraprofessionals in the Springfield Public Schools have a substantial benefit package including competitive wages, paid sick

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High School Special Education Teacher

DUTIES: 1. Meets and instructs assigned classes in the locations and at times designated. 2. Plans a program of study that, as much as possible, me

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Paraprofessional [Sped Sub/Sep. Aide, SPED inclusion Programs, Gr. K2] - [Young Achievers K-8]

Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in pr

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Paraprofessional [Sped Sub/Sep. Aide, SPED Early Childhood] - [Channing]

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Paraprofessional [Sped Sub/Sep. Aide, SPED inclusion Programs, Gr. K-8] - [Kilmer K-8]

This position is an anticipated vacancy. It is expected to be vacant by 09/12/2024. However, the current incumbent has a right to rescind their retire

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Paraprofessional [Sped Sub/Sep. Aide, SPED inclusion Programs, Gr. K1] - [Lyndon K-8]

This position is an anticipated vacancy. It is expected to be vacant by 09/05/2024. However, the current incumbent has a right to rescind their retire

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Paraprofessional [Sped Sub/Sep. Aide, SPED inclusion Programs, Gr. K2] - [Bates K-6]

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Public Prep Network

K-8 Special Education Teacher (Available 2024-2025)

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An Invitation to Apply for the Position of

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-4)

Girls Prep Bronx Middle School (Grades 6-8)

Boys Prep Bronx (Grades K-8)

What Sets Public Prep Apart?

Public Prep is a network of single-gender K-8 schools and co-ed PreK rooted in the belief that all scholars can and will achieve exemplary academic results. In addition to rigorous, joyful and engaging academics, Public Prep emphasizes social-emotional learning as critical to supporting the whole child. Strong learning partnerships between families and staff are key to living out our core value of communityand building the collaborative structures needed to ensure that our scholars are loved and supported both at school and at home. Each school has a deeply committed leadership team and staff that strives to work collaboratively to build a warm, joyful, and rigorous culture.

Public Prep is committed to investing in our adult learning culture. As a team member at Public Prep, you can anticipate a learning environment where the best interest of scholars, their growth, and success is at the center of everything we do. As such, we tailor adult development opportunities to ensure that high expectations, the embodiment of a growth mindset, displays of humility, and data-informed decision-making is evident in our work. Our professional development takes place within coaching cycles, ongoing observation and feedback, and targeted professional development opportunities within the network and from outside providers.

Public Prep offers a competitive salary commensurate with experience, qualifications, and internal equity. The salary range for this position is $67,000-$89,898. We know that the quality of our benefits is important for our adults and their families, so we offer a comprehensive total rewards package that includes Oxford Medical, United Dental/Vision, life insurance, wellness benefits, a flexible spending account, paid time off/leave benefits, commuter benefits, referral bonuses, professional development, student loan repayment assistance, homeownership programs, and a 403(b) package with a 5% employer match. Our employees also qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness.

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Primary Function & Position Overview

As an educator at Public Prep Academies we encourage our students to build independence as learners. We fully support the development of our educators to broaden their interpretation of culturally and linguistically diverse students’ learning behaviors. Special Education Teachers work alongside General Education Teachers in Integrated Co-Teaching (ICT) classrooms in equal partnership to consistently plan for, monitor the progress of, and be held accountable for the academic success of every scholar in their class. Teaching pairs use a variety of co-teaching models to provide high-quality instruction.

Special Education Teachers meet regularly with their grade team members and other collaborators such as Academic Directors, Assistant Directors of Student Support, Interventionists, members of the Student and Family Affairs team, and any third-party service providers in order to address all students’ access to the curriculum and learning goals.

The Instructional Leadership Team supports Special Education Teachers in maximizing their performance and that of their students. Lead Teachers receive frequent feedback and observation, coaching cycles, and professional development based on the Charlotte Danielson framework for teaching.

Special Education Teachers establish families as partners through annual student home visits, participation in regular school events, and frequent communications about curriculum, academic progress, and behavior. They work closely with the Student and Family Affairs Team to support this work.

Special Education Teachers may be assigned to teach any grade level or content area at the assigned school, including interventions. Teaching assignments are at the discretion of the Principal and/or Academic Director.

Duties & Responsibilities

Instruction and Preparation

• Address the learning needs of all learners in your classroom.
• Plan instruction that creates independent learning opportunities for students.
• Present a passion for learning, growth mindset and a love for reading.
• Provide cognitively engaging lessons and learning activities.
• Provide authentic opportunities to process content.
• Use data to drive decision making for your students that will increase student outcomes.
• Deliver high quality Core Content integrating Social Emotional instructional practices.

Relationship Building and Student Support

• Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and Staff).
• Make space for student voice and choice.
• Use the principles of restorative justice to manage conflicts and redirect undesired behavior.
• Manage student behaviors and use mistakes as learning opportunities.
• Hold a high bar for effort, persistence and quality of work.
• Celebrate progress and recognize student achievement.

Family and Community Engagement

• Create positive relationships by showing care and trust with families.
• Provide weekly communication touch points for families.
• Invite families and caregivers to participate authentically within the classroom and learning opportunities.
• Provide families with the tools and tips that they can work on and support their students at home.

Professional Responsibilities

• Commit to being reflective and responsive to feedback that will impact your practice.
• Participate in school and network wide professional development opportunities including but not limited to mentorship, coaching coaching cycles, observation and feedback rounds.
• Constantly reflect on your practice, content knowledge and pedagogical skill.
• Maintain accurate records for grading, progress monitoring and communication.
• Collaborate with colleagues and invest in yourself as an adult learner.
• Supporting the school as directed by the Principal/Academic Director.

Qualifications

• A bachelor’s degree from an accredited college or university
• New York State Dual Certification in Special Education and General Education, preferred
• A minimum of 2 years of demonstrated success as a full-time teacher, preferably in an Integrated Co-Teaching setting
• Demonstrated success working in a high-performing, urban school setting preferred
• Preferred candidates who have a desire to work with a diverse population of students and linguistic backgrounds
• Evidence of excellence in teaching through continuous learning and data analysis
• Exceptional organizational and planning skills
• Superior communication skills
• An ability to work collaboratively
• A commitment to single-gender education

Remote Special Education Teacher

Job posting for remote special education teacher at get it recruit - educational services.

• Location: Fully remote/virtual
• Schedule: Flexible options available for both full-time and part-time roles
• Responsibilities:
• Develop and implement individualized education programs (IEPs)
• Deliver instruction tailored to students with special needs
• Provide support through a teletherapy platform
• Contract: This is a contract position with the possibility of renewal
• Bachelor's Degree in Education
• Master's or Doctoral Degree in Special Education or a related field
• Valid certification to teach students with special needs in Massachusetts
• Proficient with basic technology with the ability to pass a tech screening
• Minimum of 2 years of experience working with students with special needs is preferred

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Watch CBS News

Nearly 6,000 open positions listed in Massachusetts schools as new year begins

By Kristina Rex

Updated on: August 27, 2024 / 6:30 AM EDT / CBS Boston

WATERTOWN - In Watertown, Massachusetts, 42 new teachers sat for a new teacher orientation inside the Hosmer Elementary School Monday.

In a time when hiring teachers and filling staff positions is difficult, that feels like a great success - one the Watertown superintendent credits to the city investing in its school system.

"We are in brand new buildings," Dr. Deanne Galdston explained. "All of our elementary schools are basically brand new. We have a new high school on deck that's going to be opening up next spring. We worked very cooperatively with our teachers' union and we have a very fair and good contract right now."

Nearly 4,800 openings for teachers in Massachusetts  

Dr. Galdston recognizes that her school district is in a unique position among a teacher shortage. 

Research shows 35% of teachers say they're "fairly likely" to leave the profession in the next two years. A search on SchoolSpring, which lists open school jobs nationwide, reveals nearly 4,800 openings for teachers in Massachusetts, and nearly 1,000 openings for support staff.

Challenge to retain staff

In Revere, teachers are actively in bargaining sessions with the district for an overdue contract that they feel is presenting an even greater challenge to retaining staff. 

"We bring in brand new teachers, we train them, and then they leave us for someplace better like Watertown or like Everett or Chelsea," sixth grade science teacher Andrea Aeschlimann explained. "We are still losing."

In particular, they say a lack of reasonable parental leave policy causes them to lose educators to bigger cities. For Michelle Ervin, her English as a Second Language is starting the year a teacher short, meaning three 80 minute periods per day without a teacher for a group of students. "It's like when you break your femur, you can't just put a Band-Aid on it and fix it," she said. "We are broken. There's a broken system and we can't just keep putting Band-Aids on it."

"Nothing better than being a teacher"  

Back in Watertown, Superintendent Galdston believes long term retention starts with the state's youngest citizens: those who may be considering teaching as a career.

"People in college I think are wondering if they want to be teachers. There was a feeling out there during the pandemic, that you know teaching is hard... And it is, it's always hard," she said. "We just need to make sure we are encouraging people to be teachers. There's nothing better than being a teacher." 

• Revere News
• Watertown News

Kristina Rex is a reporter for WBZ-TV News.

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Massachusetts Supreme Judicial Court sides with Boston Teachers Union over hiring instructional aide substitutes

The Massachusetts Supreme Judicial Court on Tuesday sided with the Boston Teachers Union in a five-year-old contract dispute, in which the union contends the Boston School Committee failed to hire 18 substitutes to fill in for absent classroom instructional aides.

The decision overturned a lower court ruling that favored the School Committee, and upholds a prior arbitrator’s award the union had secured. The ruling now requires Boston Public Schools to hire and maintain the 18 paraprofessional substitutes, a requirement under the union contract.

Erik Berg, the union’s president, applauded the decision in a statement, noting it “reaffirms a union’s right to pursue arbitration awards and seek recourse from the courts if employers refuse to fulfill the terms of a contract.”

“The district’s prior failure to maintain 18 cluster paraprofessional substitutes not only violated the terms of our current union contract, but also left educators scrambling to cover for absent staff,” Berg said. “When positions are left vacant, it throws schools into disarray and takes vital resources away from students with special education” and multilingual learners.

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The dispute began during the 2018-19 school year, when the union filed a grievance and sought intervention from an arbitrator to compel BPS to hire the 18 substitutes, which the School Committee agreed to do as part of a labor agreement it had with the union at the time. The arbitrator ruled in the union’s favor in 2020, instructing the School Committee to hire and maintain the 18 substitutes.

According to the judicial court opinion, the School Committee “did not seek to vacate or modify the award.”

However, the union still experienced difficulties in getting the School Committee to honor the agreement and brought the the matter to Suffolk Superior Court in March 2022, where a judge denied the union’s request for relief in December of that year.

BPS was struggling with an acute labor shortage that year, which included paraprofessionals and teachers, as well as in the previous year . Many districts nationwide confronted similar workforce challenges during the pandemic.

But the Supreme Judicial Court justices in their opinion contend the judge’s ruling from the lower court was incorrect. Under state law, the justices said the judge should have merely confirmed the arbitrator’s award because there was not a timely request by the School Committee to have it altered or vacated.

“It is clear that ... a party may apply to the Superior Court to confirm an arbitration award and, upon application, as long as there has been no timely request for vacating or modifying the award, the Superior Court ‘shall confirm’ the award,” the justices wrote in their opinion. “Thus, here, where the union properly applied for confirmation of the award, we conclude that the union is so entitled.”

The arbitrator decision comes as the union and the School Committee are in the midst of negotiating a new labor agreement to replace one that is set to expire on Saturday. As part of those talks, the union is seeking to expand substitute coverage further, by guaranteeing one substitute teacher per building.

“Today’s decision is an important step towards a better, more just system of labor relations,” Berg said.

Boston Public Schools did not respond to requests for comment.

James Vaznis can be reached at [email protected] . Follow him @globevaznis .