The Amherst-Pelham Regional School District is seeking a highly qualified, full-time Special Education Teacher for the Academic Individualized Mainstream Support (AIMS) Program at Amherst Regional Middle School. This position will also serve a cohort of sixth-grade students attending Chestnut Street Academy, which is located within the Middle School. The ideal candidate will bring a neurodiversity-affirming lens to their work, recognizing and building upon each student’s unique strengths, interests, communication style, and learning profile.

The AIMS Program provides specialized programming and services within a highly inclusive environment for students with Autism Spectrum Disorder and other similarly presenting neurological or learning profiles. The Special Education Teacher provides direct instruction in social skills, self-regulation, executive functioning, and academic content while supporting students’ successful participation in general education settings.

Duties and Responsibilities:

Provide individualized and small-group instruction to students at Amherst Regional Middle School and a cohort of sixth-grade students at Chestnut Street Academy.
Provide instruction based on students’ academic, social-emotional, behavioral, and executive functioning needs.
Modify and adapt curriculum, instruction, and assessments in accordance with students’ IEPs.
Develop, implement, and monitor social-emotional and positive behavioral supports.
Serve as a case manager and complete all aspects of the IEP process, including development, implementation, progress monitoring, and documentation.
Maintain consistent and effective communication with students, families, educators, service providers, and educational team leaders.
Collaborate with general education teachers, related service providers, administrators, outside agencies, and other members of multidisciplinary teams.
Support students in general education classrooms and co-teach with general education teachers, as directed by the building administration.
Provide supplemental or alternative instruction in core academic areas based on students’ individual needs.
Teach students to understand their learning profiles, develop self-advocacy skills, and build upon their individual strengths and interests.
Support students in developing independence and navigating social and behavioral expectations across structured and unstructured school environments.
Design systems to collect and analyze student data and use the results to develop and monitor appropriate interventions.
Supervise and collaborate with paraeducators, including providing guidance, feedback, and formal or informal evaluations.
Create and maintain a structured, supportive learning environment that addresses students’ sensory, social, emotional, behavioral, and academic needs.
Participate as an active member of the school’s professional learning community and multidisciplinary teams.
Perform other related duties as assigned by the building administration.

Qualifications:

Experience working with students with mild-to-moderate or intensive special needs, Autism Spectrum Disorder, and atypical learning profiles.
A neurodiversity-affirming approach that respects neurological differences and centers students’ strengths, autonomy, dignity, communication preferences, and self-advocacy.
Knowledge of research-based instructional and behavioral methodologies, including Applied Behavior Analysis.
Experience developing and implementing positive behavioral supports and intervention plans.
Experience providing individual and small-group instruction in social skills, self-regulation, and executive functioning.
Demonstrated commitment to inclusive practices that support students academically, socially, and emotionally.
Strong case management, organizational, time-management, and home-school communication skills.
Ability to manage multiple responsibilities, work independently, meet required timelines, and adapt within a fast-paced school environment.
Strong written and verbal communication skills.
Ability to build effective, collaborative relationships with students, families, educators, paraeducators, service providers, administrators, educational team leaders, and outside agencies.
Strong de-escalation skills.
Training in, or willingness to be trained in, a Massachusetts-approved physical restraint prevention and intervention program.
Experience working with a diverse student population within a multicultural school community.

Licensure:

All candidates must hold or be eligible for an appropriate Massachusetts Department of Elementary and Secondary Education license in Moderate Disabilities, Grades 5–8, or Severe Disabilities, All Levels.

Bilingual candidates who speak Spanish and English are strongly encouraged to apply.

Special Education (AIMS) Teacher - Amherst Regional Middle School