This is a long-term substitute position, anticipated to last from April 25, 2025 through June 13, 2025. 

Forestdale School

The Forestdale School’s goal is to be a model of continuous growth. We want our students to show growth in the mandated state testing, MCAS, MCAS Alt, ACCESS. We will continue to be able to grow support  for our students, their families, socially, emotionally, and academically. We will continue to foster a caring, nurturing learning community where all students and their families feel safe, welcome and will participate in all school activities. Presently we are a PBIS school, we are part of a three year cohort with MTSS where our teachers are being trained in the foundations of Social and Emotional Learning. We have implemented Caring School Communities across all grade levels as our social, emotional curriculum.  Our teachers are trained in the principles of Universal Design for learning which embeds inclusive practices into lesson plans. Our teachers plan their lessons to be inclusive and for all learning styles. Students and families are asked to embrace the Forestdale School’s acronym PRIDE that our student and staff will model Positivity, Respect, Indepence, Determination and Excellence. The Forestdale School Community will embrace the student authored poem.

Forestdale School 

PRIDE

“We, the students of the Forestdale School, promise to have P.R.I.D.E. 

We will have a positive attitude and will take responsibility for our work and actions.

 We will respect our teachers, our school, ourselves and others, 

As a team and as individuals, we are determined to achieve excellence; socially, emotionally and academically.”

Job Description:

This position involves teaching in a substantially separate classroom, as well as creating opportunities for meaningful inclusion as appropriate. Candidate should have demonstrated experience teaching and supporting students with Autism Spectrum Disorders as well as skills in collaboration and working with students with challenging behaviors. Candidate must have excellent communication and organizational skills.

Responsibilites:

• Provide direct intensive language-based instruction and direct teaching of social thinking, language and skills to students.
• Manage and implement plans and data collection based on the principles of Applied Behavior Analysis.
• Create opportunities for meaningful inclusion in general education classrooms, exploratory classes, and the school community for all students.
• Ensure appropriate accommodations and modifications, as needed, to the general education curriculum for students based upon a variety of instructional techniques, approaches and technologies, in accordance with the student’s Individualized Education Program (IEP).
• Set high expectations for all students.
• Scaffold, differentiate instruction and use instructional practices that challenge, motivate and engage all learners.
• Facilitate a classroom environment that provides predictable routines and structure and is physically and emotionally safe and welcoming for all students.
• Manage a liaison caseload of students, including completion of all required paperwork, developing and implementing Individualized Educational Programs (IEPs), running annual review meetings, IEP and goal/objective writing and completing progress reports quarterly. Adherence to state and federal special education laws, regulations, and mandates is imperative.
• Build a rapport with families, encourage family involvement and communicate with families regularly through phone calls, emails, meetings and progress notes.
• Work collaboratively and communicate as an active team member with building principal, special education program manager, general education teachers, BCBA, RBT, paraprofessionals, school adjustment counselors, and other staff.
• Attend professional development sessions as assigned.

Qualifications:

• Massachusetts Teacher of Students with Moderate and/or Severe Disabilities license required.
• SEI Teacher Endorsement required.

Reports to: Special Education Program Manager, Building Principal

Salary:
$135/Day - Retired Teacher w/ DESE Certification
$125/Day – DESE Teaching Certification
$100/Day – No Certification

If a substitute holds a Bachelors degree or a Teaching License, and they serve in the same assignment for a 30 consecutive work day probationary period, they are eligible to have their pay rate increased to a per diem rate of $210/day for the remainder of their current assignment; pay returns to the daily rate at the conclusion of their assignment; however, if they move to another long-term assignment within a month, they do not have to restart the probationary period again and may continue receiving the per diem rate. Requests to move to the per diem rate at the end of probationary period must be made to HR@maldenps.org, and confirmation will be submitted to payroll. 

To Apply:    

Submit letter of interest highlighting qualifications for the position via TalentEd.

Equal Opportunity Employer

The Malden Public Schools is committed to cultivating an ethnically, racially, and linguistically diverse and inclusive environment where different backgrounds and perspectives are celebrated. We believe the differences within our environment will positively impact student outcomes and benefit our employees and community. We are proud to be an equal opportunity employer. We are committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.