Openings as of 1/17/2026
Under the direction of the Superintendent or Designee, the Supervisor of Attendance will provide support to students, assisting them and their families in resolving issues (attendance/tardiness/truancy) that impede successful grade completion. The ultimate goal is to help students succeed academically and socially. The Supervisor of Attendance collaborates with school-based attendance teams (School Leaders and Counselors), support staff, and community-based agencies.
Essential Duties:
Prepare for and attend court proceedings (e.g., CRA, 51A, Failure to Send) and take legal action when necessary in the best interest of students
Build strong, reciprocal partnerships with students, caregivers, and schools to promote consistent attendance
Meet with administrators on cases involving chronic absenteeism, questionable residency, or lack of student–school connection
Facilitate access to social service agencies and nonprofit partners to ensure comprehensive family supports to reduce barriers to attendance and engagement
Conduct home visits to verify residency, address guardianship concerns, and support families in reducing truancy
Enforce compulsory attendance laws by investigating prolonged or unexcused absences.
Maintain professional knowledge of child welfare, attendance regulations, and applicable state, federal, and School Committee policies
Other duties:
Perform any other duties as assigned by the director or other administrator(s).
Credentials:
Bachelor’s degree in counseling, social work, psychology, education, or a related field with some related experience providing services for school-aged children; or any equivalent combination of education and experience.
Experience and/or familiarity with preK-12+ public school, DCF, and understanding of 51As, CRA preferred.
Preference will be given to speakers of Portuguese, Spanish, and/or Haitian Creole.
Miscellaneous:
Travel required. Must possess a Valid Class D driver’s license and vehicle. Appointment is contingent upon successful completion of background and reference checks. Safety care training will be provided.
Compensation/Benefits:
195 work days (185 school days and 10 days to be directed by the Superintendent or Designee)
Benefit Eligible
$60,000- $74,000
Assistant Business Manager
Position Purpose
Under the supervision of the Director of Finance, to support the management of the district’s business services and fiscal matters, including budget, purchasing, grants, financial reporting, and risk management.
Essential Functions
Assists in the supervision of fiscal operations of the school district using standard accounting and bookkeeping principles and procedures in accordance with the policies of the Medford School Committee, state and federal laws, rules, and regulations.
Supervises the accounts payable team with processes and procedures.
Maintains accurate, up-to-date records of accounts receivable, accounts payable, and the financial position of the school district to ensure that the school district can maintain its operations and remain within fiscal year budgets.
Assists the Superintendent and district leadership team in preparing annual budget requests for school district operations to maintain and improve educational opportunities and all necessary support systems.
Assists in the preparation of monthly operating statements, quarterly reports, and other information or documents as requested.
Complete Journal Entries and Budget Transfers following Audit guidelines.
Supports the completion of an annual audit of the school district's finances, either by state or federal agencies, or as part of the city’s annual audit.
Organizes and maintains a system for accurate and complete record-keeping and reporting for all financial records as required by law, for all revenue accounts in Medford Public Schools.
Create new Budget Accounts, Job Codes, and review the DESE account list to meet the End of Year report requirements.
Supports the Director of Finance in the oversight of all school district purchasing, banking activities, and 403B accounts.
Receives and makes cash, check, and other deposits at Medford City Hall regarding student activity and other revenue accounts with proper backup paperwork.
Review all electronic deposits that come into the district and send reports to City Treasury and City Business Office regarding the proper mapping of these funds for reporting and auditing purposes.
Assists in the fiscal oversight of the school district's transportation programs to ensure that the school district has an effective and cost-effective student transportation system.
Assists in the fiscal oversight of the district’s food services program and related operations.
Continues to acquire professional knowledge and learn about current developments in the educational field by attending seminars, workshops, or professional meetings, and/or by conducting research under the supervision of the Director of Finance
Occasionally represents the school district as necessary in off-site meetings, associations, etc.
Works with the Director of Finance and the city finance department on all matters appropriate, including potential supervision of some support staff.
The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every task or responsibility.
Additional Duties
Performs other related tasks as assigned by the Superintendent or Director of Finance.
Equipment/Environment
Use standard office equipment such as personal computers, printers, copy and fax machines, and telephones. Work in standard office and school building environments.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Knowledge, Skills, and Abilities
Knowledge of best practices in accounting and bookkeeping principles.
Ability to understand, apply, and use personal computers and software applications (e.g., Word, Excel, Google, PowerPoint, ADMINS).
Ability to analyze situations to define and draw conclusions.
Knowledge of applicable federal and state laws regarding school district finance, transportation, safety and health, and other areas under responsibility.
Ability to develop and implement projects.
Effective verbal and written communication skills.
Ability to organize multiple tasks and conflicting time constraints.
Ability to engage in self-evaluation concerning leadership, performance, and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Qualifications Profile
Knowledge of the Department of Elementary and Secondary Education accounting requirements
MUNIS Experience Preferred
MCPPO License Preferred
Background in accounting and/or public finance.
Motor Vehicle Operator's License or ability to provide own transportation.
Bachelor's and master’s degrees from an accredited college or university.
Experience
Successful experience working in fiscal oversight of a municipal or school district organization is preferred.
Salary: $90-105K based on experience
Project Coordinator 2025 – 2026
Duties and expectations:
• support the school advisors in the creation and implementation of student projects • meet with advisors once a month - virtually or in-person to check on process • support school advisors in the development of their project fairs/exhibitions • participate in an advisor orientation session in September of 2025
Qualifications:
• teacher/administrator in Medford Public Schools
• experience working with a diverse population of students
• experience as an CCSR advisor preferred
Details:
September 2024 to May 2024
Grade level: K-12
Stipend: $3,000
Contact: Richard Trotta, Director of the Center for Citizenship and Social Responsibility - rtrotta@medford.k12.ma.us
After-School Program Staff
The Medford Public Schools is looking for candidates interested in joining our After School Program Staff team! Ideal candidates have a passion for working with school-aged children and fostering a positive learning environment.
Duties and responsibilities will include, but not be limited to:
Work with Site Coordinator, Group Leader, and Assistant Group Leader to plan and execute daily afterschool activities
Build positive relationships with students to support their emotional and social development
Collaborate with other staff members to create a cohesive team environment
Maintain a safe and clean program environment, including but not limited to surfaces, toys and administration of daily snack
Adhere to program policies as outlined in the Staff Handbook, specifically with respect to attendance, dress code, and the use of cell phones and personal electronics
Preferred Qualifications include:
Experience with school aged-children
CPR and First Aid certification (or willingness to be trained).
Reports To:
This position reports to the Site Coordinator and the Director of Family & Community Engagement Group Leader $ 20-24 per hour Assistant Group Leader $18-$20 per hour After School Aide $15 per hour
Salary is in accordance with the Medford Teachers Association Contract:
https://resources.finalsite.net/images/v1748907946/mps02155org/ojucu0g0wo9axcmcc9e1/MTAFY26-FY28CBAJuly12025-August312028SignedMay192025CorrectedJune22025.pdf
Connections Specialist Teacher – Special Education (Art, Music, Computer, Nexus)
Position Summary: Medford Public Schools is seeking a dedicated Special Education teacher to serve as the Connections Specialist Teacher within the Connections program. This role involves planning, organizing, and implementing structured, adapted lessons in art, music, computer, and Nexus using current strategies and theories tailored to students with disabilities. The teacher will employ a variety of activity formats and content, adapting instruction responsively to meet the individual needs of each student.
Key Responsibilities:
Design and deliver curriculum consistent with Massachusetts Curriculum Frameworks, adapting instruction to meet individual student needs.
Create and maintain a classroom environment that supports learning and is appropriate to the maturity and interests of students.
Collaborate effectively with classroom staff, related service providers, and program personnel to achieve individual student goals, classroom objectives, and overall program goals.
Implement positive behavioral supports and individualized behavior intervention plans to manage classroom behavior.
Be accessible to students and parents for education-related communication outside instructional hours, as required or reasonably requested.
Meet regularly with the Program BCBA, Evaluation Team Leader, and Special Education Program Coordinator to discuss student needs and concerns.
Perform additional duties as assigned by the Director of Student Services or Special Education Coordinator.
Knowledge, Skills and Abilities
Knowledge of current teaching methods and educational pedagogy, as well as differentiating instruction based upon student learning styles.
Knowledge of elementary school curriculum and concepts.
Knowledge of applicable federal and state laws regarding education and students.
Ability to use computer network systems and software applications as needed.
Ability to organize and coordinate work.
Ability to communicate effectively with students and parents.
Ability to engage in self-evaluation with regard to performance and professional growth.
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Qualifications
MA State Certification in Special Education
Bachelors from an accredited college or university in education discipline applicable to teaching assignments.
Masters Degree preferred.
Position Purpose Under the general supervision of the School Principal, kindergarten classroom teacher facilitates student success and growth in academic and interpersonal skills through: implementing district approved curriculum; addressing specific educational needs of individual students and by creating a flexible, safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, activities, and expectations.
• Performance Responsibilities
• Knowledge, Skills and Abilities
• Qualifications Profile
• Experience
Grade 2 Classroom Teacher
Position Purpose Under the general supervision of the School Principal, fourth grade classroom teacher facilitates student success and growth in academic and interpersonal skills through: implementing district approved curriculum; addressing specific educational needs of individual students and by creating a flexible, safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, activities, and expectations.
Position Purpose Under the general supervision of the School Principal, the physical education/health education teacher facilitates student success and growth in academic and interpersonal skills through: implementing district approved curriculum; addressing specific educational needs of individual students and by creating a flexible, safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, activities, and expectations.
Qualified applications must possess a Chapter 74 license in CCL or meets the eligibility requirements for licensure, which include:
High school diploma or the equivalent
Five years of recent (within the last seven years), full-time employment experience directly related to Construction Craft Laborer
Passing score of at least 70% on each test (written test and performance test) for the Construction Craft Laborer License
Passing score on either the Vocational Literacy Skills Test or the Communications and Literacy Skills Test
Qualified applications must possess a Chapter 74 license in Metal Fabrication and Joining Technologies with an emphasis on welding and sheet metal or meet the eligibility requirements for licensure, which include:
Five (5) years within the last seven (7) years of full-time employment directly related to Metal Fabrication and Joining Technologies;
Possession current Chapter 74 Massachusetts Metal Fabrication and Joining Technologies;
Passing score of at least 70% on the written and performance exams in Metal Fabrication and Joining Technologies; and
Chapter 74 Metal Fabrication
This person should possess a chapter 74 vocational license in Metal Fabrication and Joining Technologies with an emphasis on welding and sheet metal. Further, the successful candidate should hold certification in OSHA construction standards and/or trainer. The Metal Fabrication program is part of the Advanced Manufacturing pathway and there will be some shared lessons/curriculum with Engineering & Robotics.
Five years of recent (within the last seven years), full-time employment experience directly related to Electricity
Passing score of at least 70% on each test (written test and performance test) for the Electricity licensure
Possession of a current MA Journeyman or Master Electrician license Passing score on either the Vocational Literacy Skills Test or the Communications and Literacy Skills Test
Special Education High School
Teach and case-manage a small classroom of students requiring direct, individualized and small-group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on organizational and self-determination skill development to prepare students for academic success. A strong background in the design and implementation of science curricula for students with social-emotional and other learning differences is essential to this position. The teacher hired for this position will work within a team setting that includes program teachers, School Adjustment Counselors, and BCBA consultation.
Degree Preferred: Masters
Experience Preferred: 2 years
Additional Requirements:
Massachusetts Moderate Disabilities 5-12 or High School Science license required.
Candidates with dual licensure are preferred.
High School Special Education Math Teacher Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. Experience working with students with social-emotional-behavioral needs is a must for this position. A strong background in design and implementation of math curriculum for students with learning differences, as well as experience with organizational skill development is essential to this position.
Massachusetts Moderate Disabilities 5-12 license required
Additional Mathematics 8-12 license is preferred
Responsibilities: Position Purpose Under the general supervision of the School Principal, the classroom teacher facilitates student success and growth in academic and interpersonal skills through implementing district approved curriculum; addressing the specific educational needs of individual students, and by creating a flexible, safe, and optimal learning environment; and providing feedback to students, parents, and administration regarding student progress, activities, and expectations. School Librarian The Medford Public School Librarian, in collaboration with a districtwide team of library and digital learning staff, is responsible for delivering library curriculum, services and support to the school community; developing and delivering curriculum, and working with students and staff in each school building. Performance:
Qualifications: Bachelors Degree Required Masters Degree Preferred Licensed by the Massachusetts Department of Elementary and Secondary Education as a Library Teacher In-depth knowledge of instructional strategies, information literacy and children’s literature Familiarity with emerging trends in libraries and digital learning Reports to: Building Principal and Director of Library, Media and Technology
Under the general supervision of the School Principal, to facilitate student success and growth in academic and interpersonal skills through implementing district-approved curriculum; addressing specific educational needs of individual students by creating a flexible, safe, and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, activities, and expectations.
Develops and administers middle school English curriculum consistent with school district goals and objectives.
Promotes a classroom environment that is safe and conducive to individualized and small-group instruction, and student learning.
Plans lesson plans and instructional materials.
Conducts ongoing assessment of student learning.
Maintains a system for accurate and complete record-keeping, grading, and attendance as required by the CBA agreement between the Medford Public Schools and the Medford Teachers Association.
Administers standardized tests in accordance with district testing programs.
Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
Knowledge of middle school English curriculum and concepts, including all subject matters taught.
Ability to engage in self-evaluation process with regard to performance and professional growth as required in the CBA agreement between the Medford Teachers Association and the Medford Public Schools.
MA State Certification
Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
Successful prior teaching experience for the appropriate grade level or discipline preferred.
Special Education Teacher: Middle School Inclusion Support Program
Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. A strong background in design and implementation of middle school urriculum for students with learning differences, as well as experience with organizational skill development is essential to this position.
Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. Experience working with students with special education needs is a must for this position. A strong background in design and implementation of middle school curriculum for students with learning differences, as well as experience with organizational skill development is essential to this position.
Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. Experience working with students with social-emotional-behavioral needs is a must for this position. A strong background in design and implementation of math curriculum for students with learning differences, as well as experience with organizational skill development is essential to this position.
Long Term Substitute Special Education Teacher Middle School Inclusion Support Program
Long Term Substitute $160 per day Long Term Substitute with License $185 per day
Long Term Substitute Special Education Inclusion Teacher Middle School
School Adjustment Counselor Long Term Substitute
Under the general supervision of the Director of Pupil Services, Special Education Coordinator or School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.
Responsibilities:
Collaborate with school-based teams to develop therapeutic intervention plans and/or behavior intervention plans that address student’s needs.
• Serves as an expert regarding therapeutic adaptations, social-emotional curriculum and assessment and provide as needed professional development for school-based staff. • Provide consultation to staff and/or direct counseling to students as a member of the school-based RTI program. • Assist parents, staff and others in understanding the RTI, special education, and 504 processes and services. • Provide diagnostic assessments/evaluations for students, including Functional Behavioral Assessment and/or Risk Assessment with students who potentially pose a safety risk to self and/or others. • Participate as an IEP Team member for developing appropriate service plans for children. • Provide direct counseling intervention services to students according to the requirements of IEPs, 504 Accommodation Plans, or as needed. • Provide follow up to parents, school staff and other service providers on matters related to students. • Implement policies, procedures, plans and directives promulgated by the Medford School Committee and required by state and federal laws and regulations. • Complete all documentation and reporting requirements to maintain compliance with district, state and federal regulations. • Actively engage in professional development (i.e. courses, workshops, and in-service training) in order to be current in new methods and approaches in counseling services as well as to expand knowledge of the social-emotional curriculum for students receiving services. • Assist with facilitation of parent observations of special education programs. • Meet regularly with the Therapeutic Team regarding issues and concerns around student and school-based needs. • Coordination with state agencies (DCF, DMR, DMH, CSA (Elliot Group)).
The qualified candidate must be licensed by the Commonwealth of Massachusetts as a School Social Worker/School Adjustment Counselor – Grades: All levels
- Performs other related tasks as assigned by the Director of Pupil Services, Special Education Coordinator, Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Skills, Knowledge, Abilities
- Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.
- Knowledge of data information systems, data analysis and the formulation of action plans.
- Knowledge of applicable federal and state laws regarding education and students.
- Ability to use computer network system and software applications as needed.
- Ability to organize and coordinate work.
- Ability to communicate effectively with students and parents.
- Ability to engage in self-evaluation with regard to performance and professional growth.
- Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Medford Public Schools
Inclusion Specialist
An inclusion specialist is a licensed professional who promotes diversity, equity, and inclusion in a variety of settings. An inclusion specialist is an expert in promoting inclusion by creating an environment that accommodates the diverse needs of all learners. The inclusion specialist possesses in-depth knowledge and expertise in supporting students with disabilities. They work to create welcoming environments to provide access and opportunity for all students.
Develop strategies: collaborate with teachers, caregivers and other stakeholders to develop strategies, interventions and create plans that ensure access to education.
Provide training: Educate staff and leaders on inclusion topics and best practices.
Coach and Mentor: Help school based individuals and teams foster an inclusive environment
Develop procedures: Create and monitor procedures that support inclusion
Evaluate and Report: Assess the impact of district wide inclusion programs and initiatives
Skills:
Excellent communication skills
Talent for speaking and collaborating
Excellent oral and written communication skills
Computer competencies
Excellent consultative and coaching skills
Excellent organizational skills
Working knowledge of Special Education laws and regulations
Strong knowledge of successful strategies for special education students
- Master’s degree
- MA DESE certification as a Special Educator
- SEI Endorsement
Special Education Teacher- Part-TIme:/ St. Joseph's School, Medford
Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. A strong background in design and implementation academic curriculum for students with learning differences, as well as experience with organizational skill development is essential to this position.
Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. Experience working with students with special education needs is a must for this position. A strong background in design and implementation of elementary school curriculum for students with learning differences, as well as experience with organizational skill development is essential to this position.
Special Education 1:1 Nurse
Graduate of a Bachelor of Science degree in Nursing program approved by the Massachusetts Board of Registration in Nursing
Current, unencumbered license as a Registered Nurse in the Commonwealth of Massachusetts.
Current Department of Elementary and Secondary Education license as a school nurse preferred.
CPR, AED, and First Aid certification by a recognized provider required, renewable annually.
A minimum of 2 years’ experience in school nursing, pediatric private duty, public health, or emergency room nursing.
Experience with medically fragile or special needs students preferred, including experience with g-tubes, seizure disorders, and respiratory procedures.
Performance Responsibilities:
Provides personal care, assistance, and supervision as needed to student, including:
Toileting, including brief changes
Grooming, hygiene, dressing/undressing
Maintaining proper nutrition and hydration through g-tube feedings
Wheelchair transfers and positioning
Use of adaptive equipment as per physician order and under the direction of physical therapist such as, but not limited to, standers, wheelchairs, walkers, Rifton chairs, etc.
Provides nursing services during the school day and during student transportation to and from school.
Ensuring safety and providing emergency medical care as needed based of student presentation and nursing assessment
Special Education Nurse: Seeking qualified 1:1 registered nurse for a medically complex student. Responsibilities include providing nursing care in the classroom and during bus transportation to and from school. Applicants must hold current Massachusetts Registered Nurse License, CPR , AED and First Aid certifications. Experience in the nursing care of special needs students is required.
Salary is in accordance with the Massachusetts Nurses Association Contract:
https://resources.finalsite.net/images/v1711471765/mps02155org/mjkvyn6n5bd3xi7ckg7s/NursesCBA22-25.pdf
Substitute School Nurse $210 per day Per Diem substitute nurse positions available. Applicants must hold current Massachusetts Registered Nurse License and CPR/First Aid certification. Experience in school nursing, pediatric, public health or emergency room nursing is preferred.
