moderate disabilities teacher

Walker/Beacon High School

Summary: The Special Education Teacher - Reading works individually and/or in small groups with students to support them in the areas of: phonemic awareness, phonics, vocabulary, fluency and comprehension. This teacher will help students develop their reading skills and contribute to their academic growth. The Special Education Teacher - Reading will conduct educational evaluations and write IEP goals/objectives as needed in collaboration with the classroom teacher and classroom supervisor. This teacher will commit to child centered, family focused, culturally competent care and strength-based treatment.
 
Education and Licensure Required: Bachelors degree in related field; licensure in Special Education, Moderate Disabilities PreK-8 Preferred: Masters degree in special education; valid reading specialist license; Wilson certification Experience Required: Experience teaching reading Preferred: Experience working with children with complex social, emotional, and behavioral challenges. Abilities Required mental abilities: Ability to be flexible and work collaboratively. Ability to respond to emergency situations quickly and safely. Ability to work in a stressful and fast paced environment.
 
Must understand child development and the impact of emotional, behavioral, and learning disabilities. Must understand issues of confidentiality. Must be receptive to supervision and professional development. Required physical abilities: Ability to work and stand for extended period of time.
 
Job may require bending, stooping, stretching, and lifting. Job requires the ability to perform therapeutic physical intervention as needed. Essential functions: Prepare and provide multi-sensory individualized instruction for students in reading, including: phonics, phonemic awareness, vocabulary, fluency, and comprehension. Work as a part of a multidisciplinary team to further the emotional, behavioral, and educational development of children.
 
Create multi-sensory, multi-modal, varied opportunities for learning that are built on students prior knowledge and experience to build academic and social skills. Translate evaluation of student work into records that accurately convey the level of student achievement, by writing thorough IEPs and quarterly reports. Maintain a classroom atmosphere that is conducive to learning and effectively manage the behavior of students in small and large groups. Apply Walkers model of childcare, including Therapeutic Crisis Intervention (TCI), which requires physical restraint when necessary, CARE, Cognitive Behavioral Therapy, Solution Focused Therapy, cooperative group games, and behavioral support.
 
Implement treatment protocol and appropriate therapeutic strategies established in childrens treatment plans, IEPs, and individual support plans. Meet childrens physical needs and provide a safe and therapeutic environment for children. Participate fully in the administrative functions of teaching and childcare, including attending and participating in required meetings, completing assigned report writing tasks in a timely manner, and actively communicating with families and members of the students multidisciplinary team. Actively participate in supervision and professional development opportunities offered at Walker.
 
Use a variety of formal and informal assessments to accurately measure student progress toward and achievement of the learning objectives and to plan or modify further instruction. Follow and implement all Walker policies and procedures. Provide coverage/support in a classroom as needed. Other duties as assigned.
 
Supervision to be received: Directly responsible to and supervised by the Assistant Principal Supervision to be exercised: None Walker is an equal opportunity employer and does not discriminate based upon an individuals race, color, religion, national origin, sex, age, marital status, sexual orientation, genetic information, disability, veteran status, pregnancy, national guard or reserve unit obligations, participation in discrimination complaint-related activities, or membership in any category protected by federal or state law.

Special Educaton Teacher - Reading

Boston Public Schools

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 03/09/2026 and end on 06/08/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional Special Education [Inclusion] Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. 
Reports To: Principal/Head of School 
Responsibilities<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.</li><li>
Provide assistance for students transitioning to adult living services where appropriate.</li></ul> 
Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires</li><li>
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul> 
Qualifications - Required<ul><li>
Education: Hold a Bachelor's degree.</li><li>
Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.</li><li>
Hold either ESL License at the appropriate level or SEI Endorsement.</li><li>
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul>
Qualifications - Preferred<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul> 
Terms: 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Teacher - Moderate Disabilities/[Inclusion] (Long Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 02/23/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional ELEMENTARY AND SPECIAL EDUCATION (SpEd) TEACHER with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. 
REPORTS TO: Principal/Headmaster 
RESPONSIBILITIES: 
Teach: Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.</li></ul>
CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: 
<ul><li>
Accountability for Student Achievement
</li></ul>(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li></ul> 
<ul><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires</li><li>
Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li></ul> 
<ul><li>
Equitable &amp; Effective Instruction
</li></ul>(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li></ul> 
<ul><li>
Cultural Proficiency
</li></ul>(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li></ul> 
<ul><li>
Parent/Family Engagement
</li></ul>(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li></ul> 
<ul><li>
Professional Reflection &amp; Collaboration
</li></ul>(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul> 
QUALIFICATIONS__REQUIRED:<ul><li>
Education: Hold a Bachelor&rsquo;s degree.</li><li>
Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level.</li><li>
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul> 
QUALIFICATIONS__PREFERRED:<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education</li><li>
BPS values linguistic diversity and believe that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul> 
TERMS: BTU, Group I 
Please refer to www.bostonpublicschools.org/ohc (under &quot;Employee Benefits and Policies&quot;) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a &quot;Schedule A&quot; ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to learn or work.</div>

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 5 (Long-Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/12/2026 and end on 02/23/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional Elementary and Special Education teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. 
Reports To: Principal/Head of School 
Responsibilities 
Teach: Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.</li></ul>
Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires</li><li>
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul> 
Qualifications - Required<ul><li>
Education Level: Hold a Bachelor&rsquo;s degree.</li><li>
Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level.</li><li>
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul> 
Qualifications - Preferred<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul> 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 1 (Long-Term Substitute) (SY25-26)

BROCKTON PUBLIC SCHOOLS

Special Education Teacher for Moderate Special Needs and Severe Disabilities within the Brockton Public Schools at multiple levels.Moderate Special Needs and sub-separate teachers are special education teachers who provide specialized instruction in all academic areas specific to each student's Individualized Education Plan. This job requires knowledge of Special Education testing and report writing, communicating with parents at team meetings, knowledge of data collection and progress monitoring, writing progress reports, consultation with general education teachers, and providing specialized instruction.

Middle School Special Education Teachers (All Certifications)

FRANKLIN PUBLIC SCHOOLS

<div>Location:Franklin High SchoolSalary: $200.00 per dayAnticipated dates: February 23, 2026 through April 28, 2026General Description:The Franklin Public Schools, a Prek-12 district, is seeking a skilled and experienced Long Term Substitute Special Education Teacher to serve as a special educator at the Franklin High School. The teacher will work in a model of service delivery offering academic support in the general education classrooms combined with specialized instruction for small groups and individuals on a pull out basis. Students requiring assistance and support have mild to moderate disabilities. Key Duties and Responsibilities:<ul><li>
Plan for the effective instruction and intervention for students on IEPs;</li><li>
Administer formal diagnostic assessments and tests for students initially referred and for three-year reevaluations of caseload students;</li><li>
Administer ongoing progress monitoring, strategic monitoring and benchmark systems;
</li><li>Schedule, prepare for, and attend Team meetings for caseload students;</li><li>
Write comprehensive progress reports;</li><li>
Collaborate with general education staff with respect to appropriate accommodations and modifications;</li><li>
Communicate regularly with families of students on caseload;</li><li>
Collect and analyze student data against IEP goals
</li><li>Work collaboratively with special education team to improve supports, services and programming for students with disabilities
</li></ul>Qualifications:<ul><li>
Bachelors degree required; Masters degree preferred;</li><li>
Must have a Massachusetts licensure in Moderate Special Needs through the Department of Elementary &amp; Secondary Education;</li><li>
Wilson/OG training/certification preferred</li><li>
Must have demonstrated success with and be knowledgeable about research-based interventions for children with disabilities;</li><li>
Must possess demonstrated ability to develop positive behavior intervention plans;
</li><li>Experience with the administration and interpretation of a wide range of formal and informal diagnostic assessment and evaluation tools;
</li><li>Excellent writing and communication skills required</li><li>
Experience in public school setting</li><li>
Able to take initiative and work independently
</li><li>Must successfully pass Criminal Offender (CORI) background check and national fingerprinting screening (CHRI).
</li></ul>We understand that our collective success depends on the robust exchange of ideasan exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the FPS community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. We are committed to reflecting that diversity in our staff. We strive to have the most diverse applicant pool possible; to that end, we encourage individuals of all backgrounds to apply for any position at Franklin Public Schools.Franklin Public Schools is committed to maintaining an environment that is free from discrimination and harassment in accordance with state and federal law, including based on age, race, color, religion, national origin, pregnancy, pregnancy-related status, gender identity, sexual orientation, sexual harassment, veteran status, political affiliation, genetic information and/or disability.</div>

Long Term Substitute Special Education Teacher

Kentucky Department of Education

<div>
 Organization Details Organization Information The mission of Fulton Independent School District, in partnership with the citizens of Fulton, is committed to educational excellence and equity, whereby 21st Century students are provided a safe learning environment in which they can become lifelong learners of a democratic society, functioning productively in a global economy and reaching their fullest potential. Organization Website http://www.fulton-ind.k12.ky.us/ Organization Address 304 W State Line
 
 
 Fulton, KY 42041
 
 
 Job Details
 
 
 Vacancy ID 20252026 - 00622 Position Category Exceptional Child Instructor Title Exceptional Child Teacher - Elementary Description FMD Teacher is responsible for developing and implementing individualized education programs (IEPs) for students with functional mental disabilities. This position involves providing instruction tailored to students' cognitive and functional levels, focusing on life skills, social skills, academic development, and vocational training. The FMD Teacher works collaboratively with other educators, therapists, and families to support student progress and ensure a safe, inclusive, and supportive classroom environment. IEPs Comments Full-time Position 185-day Contract Fulton Independent School District is an equal opportunity employer. Contact: betty.bartimus@fultonind.kyschools.us Start Date 08/04/2025 Posted Date 07/18/2025 Vacancy Type Full-Time Grade Level P-5 Elementary Organization Fulton Independent Sub Organization(s) District wide Subject Area(s) Emotional Behavior Disorders (EBD)
 
 
 Functional Mental Disability (FMD)/Moderate to Severe Disorders
 
 
 Learning Behavior Disorders (LBD) Contact(s) Betty Bartimus
 
 
 (270) 472-1553
 
 
 betty.bartimus@fultonind.kyschools.us
</div>

Exceptional Child Teacher - Elementary

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