Long-Term Substitute: Integrated Preschool Special Education Lead Teacher Swampscott Integrated Preschool | Swampscott Public Schools

Long-Term Substitute: Integrated Preschool Special Education Lead Teacher

Swampscott Integrated Preschool | Swampscott Public Schools

Timeline: September 28, 2026 - December 28, 2026

Position Overview

Swampscott Public Schools is seeking a highly qualified, compassionate, and skilled Long-Term Substitute Integrated Preschool Lead Teacher to oversee a classroom of typically developing peers and young learners with diverse special needs. In this role, your primary function will be to design and deliver specialized early childhood instruction, implement developmental accommodations, and foster an inclusive, structured, and nurturing environment for students with developmental delays, autism, emotional needs, and learning disabilities.

Because young children in an early childhood setting rely heavily on routine, stability, and predictable adult leadership to build foundational social-emotional skills, strict punctuality and reliable daily attendance are mandatory for the entire duration of this coverage period. Guided by the district's C.O.R.E. values-Community, Opportunity, Respect, and Equity-you will ensure instructional and behavioral continuity for our youngest learners.

Job Responsibilities

Specialized Instruction & Early Childhood Curriculum

• Targeted Delivery: Provide specialized instruction and developmental accommodations to students with disabilities, including autism, emotional/behavioral challenges, learning disabilities, developmental delays, and intellectual disabilities.
• Curriculum Modification: Modify early learning standards and preschool curricula to individual entry points, incorporating functional skill development and hands-on learning.
• Social Skills Facilitation: Lead social skills instruction using incidental teaching techniques, play-based strategies, and structured peer interactions.
• Behavioral & Regulation Frameworks: Apply knowledge of Applied Behavior Analysis (ABA), Social Thinking Curriculums, and Zones of Regulation to support early self-regulation and positive classroom behaviors.

Case Management & Behavior Support

• Behavior Plans & Data: Implement individual Behavior Support Plans (BSPs) and collect clear, actionable data to monitor student progress and guide behavioral interventions.
• Progress Monitoring: Write and submit detailed progress reports documenting student growth toward Individualized Education Program (IEP) goals.
• Family Partnership: Maintain proactive, open, and supportive communication with parents and caregivers regarding student routines, growth, and developmental milestones.

Qualifications

• Licensure: Valid Massachusetts DESE Certification in Moderate Disabilities or Early Childhood Special Education (appropriate for the preschool level). New Graduates and recently DESE-licensed candidates are encouraged to apply.
• Education: Master's Degree in Special Education or Early Childhood Education preferred.
• Specialized Competencies: Proven expertise in ABA principles, Social Thinking Curriculums, Zones of Regulation, and early childhood social skills acquisition.
• Compliance: Successful completion of a Massachusetts CORI and fingerprint-based national criminal background check.

Physical Requirements

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Stamina & Mobility: High level of physical activity required in an early childhood setting, including frequent sitting on the floor, standing, bending, kneeling, crouching, reaching, and moving quickly to assist young children. Ability to regularly lift or carry children/equipment up to 25-30 pounds.
• Communication & Senses: Clear, calm talking and acute hearing in person and by phone to manage classroom dynamics, communicate with young children, and consult with colleagues.
• Vision: Superior visual tracking, depth perception, and close/distance vision to ensure total visual supervision of active preschool students across all classroom and outdoor play areas.
• Environment: Exposure to early childhood classroom settings, outdoor playgrounds, and potential biological fluids or common pediatric illnesses.

Non-Discrimination Statement

The Swampscott Public Schools does not discriminate or tolerate harassment against students, parents/guardians, employees, or the general public. No person shall be excluded from or discriminated against in admission to the Swampscott Public Schools, or in obtaining the advantages, privileges, and courses of study of the Swampscott Public Schools on grounds of race, color, religious creed, national origin, sex, gender identity, sexual orientation, pregnancy or pregnancy-related conditions, age, genetic information, ancestry, children, marital or civil union status, veteran status or membership in the armed services, receiving of public assistance, homeless, or disability.