Inclusion Special Education Teacher 

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.  

 

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts.  Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences.  Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals.

 

Job Summary:

The Inclusion Special Education Teacher is responsible for providing specialized instruction, case management, and collaborative support services to students with disabilities in inclusive and general education settings. This role focuses on ensuring students with diverse learning, emotional, behavioral, and communication needs have equitable access to grade-level curriculum, meaningful participation in the school community, and progress toward Individualized Education Program (IEP) goals. The Inclusion Special Education Teacher works closely with general education teachers, related service providers, paraprofessionals, families, and administrators to develop and implement effective instructional strategies, accommodations, modifications, and behavioral supports that promote student success in the least restrictive environment. The successful candidate demonstrates a strong commitment to inclusive practices, collaboration, culturally responsive teaching, and supporting the academic, social-emotional, and behavioral growth of all learners.

Responsibilities:

The successful candidate for this position will:

• Provide specialized instruction, co-teaching support, and targeted interventions to students with disabilities within inclusion and small-group settings
• Support student access to grade-level curriculum through accommodations, modifications, differentiated instruction, and evidence-based instructional practices
• Collaborate with general education teachers to plan and implement inclusive instructional strategies that support diverse learning needs
• Deliver instruction aligned with the Massachusetts Curriculum Frameworks and Common Core Standards
• Support students’ academic, executive functioning, communication, behavioral, and social-emotional development
• Implement behavior intervention plans and social-emotional supports in collaboration with school staff and district BCBA as appropriate
• Utilize data-driven instructional practices to monitor student progress and adjust interventions accordingly
• Provide direct instruction related to IEP goals and objectives
• Serve as a case manager for assigned students receiving special education services
• Develop, maintain, and implement Individualized Education Programs (IEPs), including goals, progress reports, amendments, evaluations, and related documentation
• Ensure compliance with federal, state, and district special education regulations and timelines
• Coordinate and facilitate IEP meetings in collaboration with families, educators, and related service providers
• Maintain accurate and confidential student records and progress monitoring data
• Complete MCAS and MCAS-Alt related responsibilities as needed
• Maintain ongoing communication with families regarding student progress, supports, and services
• Collaborate effectively with general education teachers, counselors, related service providers, paraprofessionals, and administrators
• Support paraprofessionals through guidance, scheduling coordination, and collaborative planning to meet student needs
• Participate actively in student support meetings, team meetings, professional development, and school-based initiatives
• Foster strong relationships with students, families, and colleagues through professionalism, empathy, collaboration, and culturally responsive practices

 General Expectations

• Use instructional planning, materials, and student engagement approaches that support students from diverse cultural, linguistic, and learning backgrounds
• Employ a variety of instructional methodologies, including co-teaching models, small-group instruction, direct instruction, collaborative learning, and differentiated strategies
• Demonstrate flexibility, organization, professionalism, and strong problem-solving skills
• Maintain high ethical standards, confidentiality, and legal responsibility
• Act in ways that directly support the mission, vision, and values of FRCS
• Demonstrate a commitment to anti-bias and anti-racist educational practices
• Contribute positively to school culture and collaborative team environments
• Attend building and district meetings, family events, and school-sponsored activities as required
• Maintain regular and reliable attendance in alignment with district expectations
• Attend building and district meetings to promote communication and mutual decision-making among the staff
• Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract
• Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards
• Perform other duties as assigned by the Director of Student Services or school administration

 

 Qualifications- Required:

 

 

• Bachelor’s Degree from an accredited college or university
• Will be required to be SEI Endorsed within one year of employment 

 

• All Commonwealth charter teachers must either have an appropriate license or pass the required MTEL(s) within the first year of employment in a teacher role at the Commonwealth charter school. You can learn more about Licensure Requirements through DESE HERE
• Safety Care certified or the ability to be certified in Safety Care

 

• Demonstrated subject matter competence, highly qualified in the area of licensure

• Candidates are subject to background checks, including CORI clearance and fingerprinting

• Current authorization to work in the United States - 

• Candidates must have such authorization on their first day of employment

 

 

Qualifications- Preferred:

• Master’s Degree in Special Education or related field
• Experience working in inclusion and co-teaching settings
• Experience supporting students with emotional, behavioral, communication, and learning disabilities
• Experience in urban, charter, or culturally diverse school settings
• Knowledge of inclusive instructional practices, differentiated instruction, and progress monitoring systems
• Proficiency in multiple languages reflects the diversity of the student population
• Experience with assistive technology, executive functioning supports, and behavior intervention strategies

Work Environment & Physical Requirements:

The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

 

Physical Requirements:

While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch.  The teacher is periodically required to stand while talking and listening.  The teacher is occasionally required to sit, walk, lift, or carry.