The posting
The Westborough Public Schools is seeking a
dynamic Temporary Special Education Support Professional (ESP-3)
to join our staff at Fales Elementary School
November 2, 2026 - June 22, 2027
(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
CENTRAL 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: 9/30/2026
