Holliston's Robert Adams Middle School (grades 6-8) is seeking a dedicated and compassionate Special Education Teacher (Severe) to support students in our BRIDGE program.  The Bridge continuum of services provides a balance for students starting at the elementary level through high school “bridge” between partial inclusion and sub-separate support as they access grade-level curriculum. Within Bridge, students will receive a combination of academic, social, and vocational skills, that broaden their experience and expand beyond “functional-based” skills required beyond graduation.  Bridge ensures significant modification to the curriculum through co-teaching models, that aim to support students who may require a longer journey towards a diplomacy track as they enter high school.

 

Requirements:

• Masters degree in Special Education 
• DESE license: Teacher of Students with Severe Disabilities-all levels
• SEI Endorsement
• Experience and/or training in administering, interpreting, and reporting on diagnostic assessment
• Knowledge of inclusive education, both practically and philosophically
• Strength in team building and management
• Strength in parent outreach and support

If you are interested in applying for this amazing opportunity, please submit a cover letter/letter of interest, resume, transcripts, copy of licensure and three (3) letters of reference.

 

Public School employees of Massachusetts are required to submit their fingerprints to a National Criminal Database check. The check will require you to pay a fee of $55 if you hold an Educator’s License, or $35 if you are an unlicensed employee. In addition to the national background check, a satisfactory Massachusetts Criminal Record Check (CORI) is required.

 

Robert Adams Middle School:  We are a grade 6-8 middle school  immersed in a three year journey to evaluate and modify everything we do around the mindset of Personal Local Global (PLG).  

 

PLG encompases our greater vision that RAMS is here to develop critical thinkers, effective communicators and collaborative problem solvers, who are self-aware, curious, creative, compassionate, and resilient young adults- poised and prepared to pursue their passions and to contribute to an increasingly complex, interconnected and ever-changing world. Classrooms and schools need to be learner focused environments where students feel empowered to actively construct meaning, apply understandings, develop essential skills and grow individuals and learners in a dynamic, collaborative and interactive manner under the expert guidance of their team of teachers.  This would include opportunities for voice and choice, development of complex problem solving and critical thinking skills, time for reflection and self assessment, opportunities to create and innovate, collaboration, relationship building, and targeted instruction and explicit feedback.