Position Type: Building-Based Guest Teacher (Substitute)

Location: Assigned School / Specialized Special Education Programming

Compensation: $105 < 60 credits, >60 Credits $125 or $150 retired or licensed educator

Schedule: Per School Operational Plan

Reports To: Building Principal or Designee

Position Overview:

Holyoke Public Schools is seeking dependable, flexible, and student-centered Guest Teachers to provide instructional, behavioral, and classroom support within our substantially separate special education programs, including Applied Behavioral Learning (ABL) and RISE.

The Special Education Programming Guest Teacher serves as a flexible, building-based resource, providing classroom coverage, supporting instructional continuity, and assisting teachers and paraeducators in meeting students' individualized academic, behavioral, communication, and developmental needs.

Unlike a traditional day-to-day substitute, this position is intended to provide consistent support across specialized classrooms and programs based on daily staffing needs, student needs, and administrative priorities. The ideal candidate demonstrates adaptability, strong relationship-building skills, and a commitment to creating safe, structured, engaging, and inclusive learning environments for all students.

Essential Duties and Responsibilities:

Instructional Support and Classroom Coverage

Provide flexible classroom coverage and instructional support across ABL and/or RISE classrooms as assigned by school administration.
Assume classroom instructional responsibilities during teacher absences by implementing established lesson plans, schedules, and instructional routines.
Support whole-group, small-group, and individualized instruction using materials and plans developed by licensed instructional staff.
Assist with implementation of specially designed instruction and individualized learning activities under the direction of special education teachers.
Reinforce academic, communication, social-emotional, adaptive, and functional learning skills.
Utilize differentiated instructional strategies, visual supports, assistive technology, and alternative communication systems as appropriate.
Maximize instructional time by actively engaging students in meaningful learning activities.
Assist with classroom organization, instructional preparation, learning materials, and established classroom routines.

Behavioral and Student Support

Support implementation of Individualized Education Programs (IEPs), Behavior Intervention Plans (BIPs), and individualized student support strategies as directed by qualified staff.
Apply positive behavioral interventions, reinforcement strategies, and Applied Behavior Analysis (ABA) principles consistent with training and student plans.
Support students with emotional and behavioral regulation, communication, social interactions, and the development of independence.
Assist with student transitions, inclusion opportunities, arrival, dismissal, lunch, recess, and other instructional or school activities.
Support students with mobility, personal care, and daily living routines as assigned and consistent with appropriate training.
Assist in collecting and documenting academic, behavioral, and student progress data.
Implement approved de-escalation and safety procedures consistent with district training, policies, and student-specific plans.
Maintain active supervision and respond appropriately to student safety concerns and emerging classroom needs.

Collaboration and Program Support

Collaborate with special education teachers, paraeducators, related service providers, behavioral specialists, and school administration.
Provide additional classroom support during periods of increased student need, staffing shortages, or program transitions.
Work across multiple classrooms and adapt assignments throughout the school day based on program priorities.
Follow established instructional plans, classroom procedures, student support plans, and schoolwide behavioral expectations.
Communicate student progress, completed instructional activities, concerns, and relevant follow-up information to classroom teachers and administrators.
Complete Guest Teacher Reports and other required documentation following classroom coverage assignments.
Participate in Guest Teacher onboarding, relevant professional development, and specialized program training as directed.
Maintain student confidentiality and adhere to district policies, special education procedures, and professional expectations.
Promptly report student injuries, illnesses, accidents, significant behavioral incidents, or safety concerns to appropriate personnel.
Perform other related duties as assigned by the Building Principal or designee in accordance with district policies and practices.

Required Qualifications:

Minimum of 60 college credits from an accredited college or university.
Ability to establish positive, supportive relationships with students with diverse learning and developmental needs.
Demonstrated commitment to educational equity, inclusion, anti-racism, and the academic success of all students.
Ability to implement established instructional plans, follow classroom routines, and provide effective student supervision.
Strong classroom management, communication, collaboration, and problem-solving skills.
Ability to respond appropriately and professionally to challenging student behaviors and changing classroom needs.
Willingness to support multiple classrooms and adapt to daily staffing and program priorities.
Ability to maintain confidentiality, professional boundaries, sound judgment, and reliability.
Willingness to participate in required Guest Teacher onboarding and specialized program training.
Successful completion of district employment screening and applicable background check requirements.

Preferred Qualifications:

Bachelor's degree in Education, Special Education, Psychology, Human Services, or a related field.
Massachusetts DESE educator licensure or progress toward licensure.
Previous experience working in substantially separate special education classrooms or specialized instructional programs.
Experience supporting students with autism spectrum disorder, developmental disabilities, communication differences, or significant behavioral and learning needs.
Familiarity with Applied Behavior Analysis (ABA), positive behavioral interventions, and individualized behavioral supports.
Experience implementing IEP accommodations, differentiated instruction, and student progress monitoring.
Familiarity with augmentative and alternative communication (AAC), visual schedules, and assistive technology.
Experience in an urban school community and working with culturally and linguistically diverse student populations.
Bilingual applicants, particularly those fluent in Spanish and English, are strongly encouraged to apply.

Position Expectations:

The Special Education Programming Guest Teacher is expected to:

Report to the assigned school and check in with administration for daily classroom and program assignments.
Arrive prepared for student instruction and supervision, following the building's required reporting and preparation times.
Demonstrate flexibility and a willingness to provide support wherever needed within assigned special education programming.
Maintain high expectations for student learning, engagement, safety, and belonging.
Work collaboratively with licensed teachers and specialized support staff while maintaining consistency in student programming.

This position does not independently assume responsibilities requiring special education licensure, including IEP development, case management, or the independent design