Communicative Disorders Assistant Jobs in Boston, MA

Title:Instructional Assistant (ESP)
Reports To: Special Education Coordinator and Principal
Evaluated By: Special Education Coordinator and Principal

Qualifications:
Bachelor's Degree preferred, in Psychology, Communication Disorders or Education
Experience working with primary age children with disabilities, including Autism Spectrum Disorders and/or social/emotional/behavioral disabilities.
Practical knowledge of Applied Behavior Analysis and intervention strategies, including social skills/ social thinking curricula.
Current/active in-depth training/ certification in Crisis Prevention and Intervention Strategies.
Good organization and communication skills.

Job Responsibilities:
Assists Teacher(s) in the smooth operation of the classroom.
Assist Teacher(s)  in implementing students' Individualized Education Programs (IEPs).  
Follows a daily schedule independently.
To implement specific instructional programs, and collect, record student performance information and data. 
To implement various strategies and techniques consistent with identified behavior intervention plans and social skills facilitation methodologies across school settings. 
Assist students in accessing the regular education curriculum, as deemed by their IEPs. This includes all content areas: ELA/Reading, Math, Science, and Social Studies.  

Specific Job Tasks:

Under the direction of the Teacher, will actively facilitate students purposeful engagement in various learning centers, lessons and activities.  
Under the direction of the Teacher and other professional staff, will Implement instructional programs related to IEP goals.
Under the direction of the Teacher and other professional staff, will accurately collect and record data across primary settings.
As directed by the Teacher, will participate in consultation meetings with staff regarding specific students and behavior/academic needs.
Support students across school settings and provide specific information regarding students' performance, successes and challenges as well as the effectiveness of strategies/goals.
In conjunction with school staff, implement social skills activities designed to target specific social skill deficit areas identified by students' IEP teams.
Provides verbal and/or written feedback to the teachers regarding students' performance so that the special education team can make adjustments as may be necessary.  
Assists special education students in performing daily/regular classroom and/or ADL activities; these could be general routines and/or specifically designed for one or more special education students.  
Assists special education students in all academic areas as detailed in a child's IEP.
Other duties/responsibilities related to the needs of students as may be assigned by Principal, Pre-School Coordinator, or Special Education Coordinator.

FLSA Status: Non-Exempt

Physical/Mental Demands of the Job:
Able to follow a daily schedule independently. 
Able to physically restrain children weighing up to 80 pounds.
Able to sit on the floor and/or in chairs sized for young children for up to 45-60 consecutive minutes.
Able to shift positions rapidly and frequently, going between sitting, standing, squatting, etc. quickly.  
Able to reach above head in order to assist or lift children on play equipment.
Able to multitask in a busy classroom environment, concurrently monitoring the actions of children in multiple learning centers.
Able to participate in PE classes and recesses.

Physical Requirements:
1. Mobility and Movement
Standing and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.
2. Sensory Requirements
Visual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).
Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.
Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.
3. Stamina and Duration
Sustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.
Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.
4. Safety and Emergency Management
Quick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).
Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.
Equal Employment Opportunity (EEO) Statement
The Tri-Town School Union (Boxford, Middleton, and Topsfield Public Schools) is an equal opportunity employer. We are committed to maintaining a work environment free of discrimination and harassment. We do not discriminate on the basis of sex, race, religion, color, national origin, sexual orientation, gender identity, homelessness, limited English proficiency, disability, or any other protected class in its educational programs, activities, or employment policies. These protections extend to all applicants and employees.
Applicants are informed that school systems are required to obtain all available criminal offender record information (CORI and SAFIS Background Check per 603 CMR51.00) from the criminal history systems board (CHSB) of any current or prospective employee of the school department.

Revised 01/2026

Salary Scale: https://docs.google.com/document/d/1-d8e14P4vHV7LvsxdlZvqd0eTpmAS2qBci9sf1m7sNw/edit?usp=sharing