Elementary Special Education ESP-3 (Educational Support

The Westborough Public Schools is seeking a

dynamic Special Education Support Professional (ESP-3)

to join our staff at Armstrong Elementary School (GK-3)

beginning in the 2026-2027 school year

(Monday - Friday, 6.5 hours per day,

2 Mondays per month, 7.5 hours)

The Westborough Public Schools seek professionals who are excited to join a high-performing district where academic excellence, equity and wellness are our core values.

We are an innovative, supportive, and high-performing district whose stellar staff provides high quality services for our diverse students and their families.

We educate approximately 4,000 students from Pre-K through age 22, from homes that speak almost 30 different languages. Our student population is approximately 54% Students of Color and 46% White students.

We support our passionate, dedicated, and highly skilled staff through ongoing collaboration to ensure their safety, health, sense of belonging, and professional growth.

With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful global citizens.

Job Title: Educational Support Professional - 3 (Special Education)

Reports to: Principal and Student Services Coordinator

Department: Student Services

Schedule: 6-hour paid work day, M-F (on-site 6.5 hours with 30 minute unpaid break) 20 Mondays (2 per month) staying one hour later will be required, on-site 7.5 hours

FLSA Status: Non-Exempt, hourly position

Salary Range: ESP Salary Scale

Qualifications:

Education: Associate's degree or Bachelor's from an accredited college/university in a related field

Solid related experience may substitute for a degree

Specialized Knowledge Preferred: child growth and development, disabilities, applied behavioral analysis (ABA), growth mindset, inclusive practices, cultural proficiency, anti-bias instruction, social-emotional learning, assistive technology and/or technology integration

CORI, SORI and Fingerprinting: All appointments are conditional based on a satisfactory CORI, SORI and SAFIS Background Check per 603 CMR 51.00.

Preferred Experience:

Working in a diverse public school setting and with English Language learners

Working with students with special abilities, including students with physical, cognitive, emotional, behavioral, and/or learning challenges

Collecting data and implementing IEPs under the direction of a special educator

Teaching life skills such as communication, eating, cleaning, and toileting

Highly desirable to have experience with:

Knowledge in the areas of literacy and math instruction

Second Step

Responsive Classroom

PBS (Positive Behavioral Supports) using the FAIR system

Zones of Regulation

Social Thinking

Mindfulness-Based Stress Reduction (MBSR)

Required Skills:

Ability to apply professional standards of conduct and maintain professional boundaries with students and families/caregivers.

Ability to maintain regular attendance, arrive and depart at specified contractual times, and follow appropriate protocols when absent or tardy

Creates a welcoming, supportive, and equitable learning environment

Implements instructional and assessment modifications and/or accommodations across settings as directed

Empowers students to be critical thinkers who can reflect on their learning, thoughts, feelings, and behaviors, and implement learned strategies

Partners and collaborates with team teachers, department colleagues, and specialists

Communicates clearly and effectively, both orally and in writing

Establishes and maintains effective relationships with students and colleagues

Integrates technology in order to enhance and extend student learning experiences

Demonstrates a passion for working with students

Demonstrates a belief in growth mindset for students and self

Multitasks in a fast-paced environment

Maintain a high level of ethical behavior and confidentiality of information ( including but not limited to records, performance, and personal information

Maintain professional boundaries with students and families/caregivers

Think and work flexibly with the ability to adjust when needed

Possessing Bilingual skills, especially in Spanish and Portuguese, is highly desirable

Essential functions of the job may include (but are not limited to):

Provide support to students in large groups, small groups, and one-to-one settings, Assist the teacher in addressing the educational and functional impacts of individual students' special needs

Assist with implementing accommodations and modifications to the setting, content, and instruction in accordance with a student's IEP

Administer or assist in the administration of alternative testing, including classroom, district, and state assessments.

Correct day-to-day student work, under teacher direction; not responsible for grading or communication with parents.

Participate in staff development programs as assigned.

Participate as an active member of the Student Services Team

Review and implement educational, social-emotional, and behavioral supports outlined in students' IEPs and/or BIPs

Collect and record data as directed by the educational team.

Attend two Monday after school meetings per month to collaborate with faculty and other school personnel

Perform other appropriate tasks designated by the supervising teacher/principal

Cover classroom responsibilities in the absence of the teacher, when necessary.

Preschool TIER 2 ESPs will also be responsible for lifting, toileting, diapering, and supporting the emerging communication and emotional regulation skills of 3 and 4 year olds

TIER 3 ESPs provide intensive, individualized support for K-22 students with complex needs, including behavioral, emotional, medical, and safety requirements.

In addition to TIER 2 skills and responsibilities listed above, the TIER 3 ESPs must also be able to perform job responsibilities as outlined below:

Implement teacher-created, specially designed instruction and activities, including core curriculum instruction, academic support, and support of related service and therapy activities.

Provide support to students with diverse cognitive abilities and varying social-emotional and behavioral regulation needs

Assist with lifting, transfers, and mobility, as well as non-medical personal care needs (e.g., toileting, diapering, and personal hygiene)

Provide specialized instruction and support in specialized programs, 1:1 settings, and inclusion environments under the direction of a special education teacher or related service provider

Deliver consistent social, emotional, physical, and academic supports to promote student success across a variety of inclusion opportunities

Collect, document, and maintain accurate data related to academics, behavior, and other IEP goal areas

Implement individual behavior support plans and safety plans with fidelity

Respond appropriately to emergency situations, including behavioral crises, student altercations, and medical needs

Maintain focus on student safety and instructional priorities in busy, noisy, and potentially stressful environments

Cover classroom responsibilities in the absence of the teacher, when necessary.

Implement de-escalation strategies and approved physical management techniques as required

Follow and implement feeding protocols and medical plans, including seizure protocols

Support students in the use of AAC systems and assistive technology devices

Specialized training for all TIER 3 ESPs may include, but not be limited to:

Crisis prevention and behavioral management training

De-escalation techniques

Data collection and analysis

ABA methodologies

AAC devices

Lift/Transfer Protocol

Medical plans (including seizure protocols)

Evaluation:

Performance of this job will be evaluated in accordance with the provisions of the WPS Paraeducator's Evaluation system.

Salary and Benefits:

Salary and benefits, for permanent benefits eligible staff, are per the contract between the Westborough School Committee and the Westborough Education Association.

The Westborough Public Schools do not discriminate on the basis of age, race, color, sex, religion, national origin, gender identity, sexual orientation, disability, or any other class protected by law.

Date Updated: 4/1/2026