The School Year That Never Ends—And Why That’s a Good Thing
I have taught in a year round university laboratory school for 20 of my 26 years in the profession. After student teaching at East Tennessee State University's K-12 University School in 1999, I spent the early years of my career building the credentials to teach full time in the same innovative environment I experienced as a preservice educator.
In 1999, 3rd grade began with learning to ride a bicycle in PE class and participating in our own Tour De ETSU which coincided with the Tour de France. We rode our bikes, learned how they worked, and learned about the culture and geography of France as we watched highlights and mapped the race progress. My mentor teacher taught hands-on math and physical science to third graders through single serving baking experiences. Students constructed 1 foot cubes with PVC and we took them out to various locations in the green areas and woods around campus. We honed our observational skills and recorded data about the local habitats in our "1 small square" experiences. We learned geometry through quilting and students learned the writing process by composing their own autobiographies.
Between student teaching and coming back as a teacher at my dream school, I worked in various capacities in the local public school system. I found that the teaching practices I learned in the laboratory school were able to be translated and applied in public school. The connectional approach my mentor modeled made learning fun and relevant and universally applicable. I liked teaching in the regular public school system. My students were great. I had solid mentors and inspiring administrators. But one key aspect of my idyllic time in student teaching was painfully absent during my public school years. That was the year round calendar. I experienced physical and mental fatigue that is and was not an issue on a calendar with regular extended breaks and I saw more significant academic and social emotional learning loss in students over the course of long summer breaks. I simply could not wait to return to a schedule that felt more humane for everyone impacted by it.
State and national mandates have since restricted some of the open ended, constructivist teaching approaches that were popular when I student taught, but University School's commitment to innovation remains, as does our adherence to a year round calendar. Our academic year begins in July. Each quarter is followed by a 3 week break for students. We have 3 week breaks in September, December, and March, followed by a 5 week summer break in June. For me as a veteran teacher, I find work life balance to be much more achievable and sustainable in this model which makes me a more effective employee. Students also benefit from those prolonged breaks to rest, catch up, and catch their breath - both socially and academically. Families are able to travel during off peak times and everyone has time away to retreat in whatever ways fit their lifestyle, values, and interests. I'm convinced that it is the most socially responsible model for schooling.
Evidence on Learning Loss and Academic Outcomes
Research into year-round education (YRE), particularly models organized into four quarters with three-week intersessions, suggests potential benefits in minimizing learning loss, especially for students from lower-income backgrounds. A major driver for these outcomes is the shorter summer break, which mitigates the "summer slide" - the academic regression many students experience during long school vacations. A study from the RAND Corporation found that students in year-round schools, especially those implementing single-track schedules with regular breaks, experienced less learning loss compared to peers on traditional calendars, although the evidence was not uniformly strong across all grade levels and subjects1.
However, the impact on academic performance varies depending on implementation fidelity, student demographics, and access to enrichment during intersessions. Some districts, like those in Wake County, North Carolina, reported modest gains in math and reading scores over time using YRE calendars, but only when intersession programs were academic in nature and well-attended2. The consistency of instructional time and the opportunity for remediation or enrichment during breaks appear to be key factors in achieving academic benefits. Without structured programming during intersessions, the learning benefits may be negligible.
University laboratory schools, which often serve as research and teacher training hubs, have also explored year-round calendars to support continuous learning and pedagogical innovation. These schools, affiliated with colleges of education, may utilize year-round schedules to align with academic research cycles and provide more consistent opportunities for pre-service teacher engagement. Their focus on experimental curricula and evidence-based interventions makes them valuable sites for studying the academic effects of YRE, particularly when enriched by university resources and faculty collaboration.
Economic Considerations for Districts and Families
Implementing a year-round calendar has economic implications for school districts, families, and the broader community. From a district perspective, costs may increase if intersession programs require staffing and materials. On the other hand, more efficient use of school facilities year-round may reduce per-student capital costs, particularly in overcrowded districts. A study by the Congressional Research Service noted that year-round schedules can alleviate overcrowding without the need for new construction, especially when multi-track systems are used3.
For families, year-round schooling can present both challenges and opportunities. Childcare during intersessions may be more difficult to coordinate, particularly for families with children on different school calendars. Conversely, some parents appreciate the more consistent schedule and the ability to take vacations during off-peak times. From a workforce perspective, local economies that rely heavily on seasonal employment, such as tourism, may experience disruptions when families shift vacation patterns. The economic impact, therefore, is context-dependent and often hinges on local labor markets and the availability of affordable childcare during off-periods.
Case Studies in Long-Term Year-Round Implementation
Several school districts across the United States have long-standing year-round education models. One of the most prominent examples is the Chino Valley Unified School District in California, which operated year-round schools for over two decades before transitioning some schools back to traditional calendars due to enrollment changes. Similarly, the Wake County Public School System in North Carolina uses a combination of traditional and year-round calendars, with some schools having used YRE for more than 20 years4.
These districts provide valuable insights into long-term sustainability. Wake County, for instance, has reported stable enrollment and parental support for YRE, although they have also faced challenges around transportation logistics and calendar synchronization across schools. The longevity of these programs often depends on consistent community engagement, alignment with district growth plans, and the adaptability of support services such as transportation and food services. Districts considering implementation should conduct longitudinal assessments of both academic and operational metrics to inform decision-making.
University-affiliated laboratory schools also offer relevant case studies. These schools frequently operate on year-round calendars to maximize instructional time and facilitate continuous cycles of research, professional development, and student assessment. Their integration within higher education institutions allows for a more flexible approach to scheduling and offers a controlled environment to test innovative teaching strategies under YRE models.
Impact on Teacher Satisfaction and Retention
Teacher satisfaction under year-round calendars tends to vary, influenced by the structure of intersessions, workload distribution, and personal preferences. Some teachers report higher job satisfaction due to reduced burnout and more frequent breaks, which allow for recovery and planning. In a study conducted by the Education Commission of the States, teachers in year-round schools noted improved work-life balance and better pacing of instruction throughout the year5. However, not all staff experience these benefits equally, particularly if intersessions are used for mandatory remediation or professional development.
Turnover rates in year-round schools are not universally lower, but stability tends to improve when teachers have a say in calendar design and when support systems are in place. The National Education Association has emphasized that clear communication, voluntary participation in intersession programming, and professional development aligned with the calendar are crucial to maintaining morale6. Districts considering a transition to a quarterly YRE system should engage educators early in the planning process and offer flexibility in intersession assignments to reduce attrition risks.
Barriers to Adoption and Implementation Strategies
Transitioning to a year-round, quarterly system comes with several implementation barriers. These include community resistance, logistical challenges around transportation and extracurricular activities, and the need to align multiple school calendars within a district. Resistance often stems from concerns about deviating from traditional vacation schedules, especially in communities where older students work summer jobs or where family schedules are tied to traditional calendars. Effective stakeholder engagement, including transparent communication and phased rollouts, can help address these concerns.
On the operational side, synchronizing bus routes and extracurricular programming across staggered schedules can be complex. Districts that have succeeded in implementing YRE often invest in robust planning teams that include operations staff, teachers, and community representatives. Models that offer parents some choice between traditional and year-round calendars, as seen in Wake County, have shown promise in increasing buy-in and meeting diverse needs7. Municipal leaders should prioritize interdepartmental coordination and seek partnerships with local childcare providers and community organizations to support out-of-school time during intersessions.
Recommendations for Municipal Leaders and Education Administrators
Municipal governments play a key role in facilitating the conditions for successful year-round education. Coordination between school districts and municipal departments such as parks and recreation, transportation, and workforce development can reduce logistical burdens and enhance access to enrichment programming during intersessions. Local government practitioners should consider convening cross-sector working groups during planning phases to align services and funding streams.
For education administrators, piloting a year-round calendar in a small number of schools before district-wide adoption can provide valuable implementation data and build community trust. It is also critical to evaluate the availability and quality of intersession programming, as this directly influences student outcomes. Monitoring academic performance, teacher satisfaction, and family engagement over a multi-year period will provide the necessary insights to refine the model and scale it effectively.
University laboratory schools can serve as pilot environments for year-round education initiatives. Their connection to higher education institutions allows for rigorous evaluation and adaptation of instructional models. Education administrators may consider forming partnerships with these schools to develop scalable YRE strategies that are grounded in research and reflective of best practices.
Bibliography
McCombs, Jennifer Sloan, Catherine H. Augustine, Heather L. Schwartz, Susan J. Bodilly, Brian McInnis, Dahlia S. Lichter, and Amanda Brown Cross. “Making Summer Count: How Summer Programs Can Boost Children’s Learning.” RAND Corporation, 2011.
Thompson, Paul N. “Does Year-Round Schooling Affect Student Learning? Evidence from the Clark County School District.” Economics of Education Review 41 (2014): 23-35.
Smole, David P. “Year-Round Schools: In Brief.” Congressional Research Service, 2012.
Wake County Public School System. “Year-Round Schools Information.” Accessed April 12, 2024. https://www.wcpss.net/year-round
Education Commission of the States. “Year-Round Education: A Study of Teacher and Administrator Attitudes.” ECS Reports, 2019.
National Education Association. “Year-Round Schooling: A Resource Guide.” NEA Publications, 2020.
Cooper, Harris, et al. “The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes.” Review of Educational Research 73, no. 1 (2003): 1-52.
More from 2 Topics
Explore related articles on similar topics
Top Paying Jobs in Education and Youth Services
Highest paying opportunities related to this article
ABOUT THE ROLE This is a part-time (0.5 FTE) Special Education Teacher position assigned to the Resource service pathway at Bailey Gatzert Elementary within Seattle Public Schools. The role involves fostering an effective learning environment, adapting learning objectives and standards for special education students, and providing instruction, counseling, and supervision to meet individual student needs under the general direction of the building principal. KEY RESPONSIBILITIES - Foster an educational environment conducive to learning and maturation; plan instructional programs and prepare individual student lesson plans. - Use appropriate instructional methods and materials suited to student well-being and curriculum objectives. - Establish and implement positive classroom policies, procedures, guidance, counseling, and discipline. - Confer with students, parents, guardians, specialists, and staff to provide guidance, evaluation, and encourage student achievement. - Establish classroom goals and objectives aligned with Individualized Education Programs (IEPs) and district/state regulations; evaluate and record student progress. - Direct activities of assigned non-certificated personnel and attend to students' physical, emotional, behavioral, medical, or hygienic needs as appropriate. - Collect and interpret data; develop, implement, and evaluate IEPs; provide administrative reports and amend documents where appropriate. - Attend required staff meetings and at least one of two annual Special Education Compliance Professional Development days. MINIMUM QUALIFICATIONS - Bachelor's degree. - Academic preparation or experience in teaching a culturally, racially, and economically diverse student population in an urban school system. - Experience teaching reading and adapting instructional techniques and practices for special education students. SPECIAL REQUIREMENTS - Valid Washington State Teaching Certificate with Special Education Endorsement. - Some positions may require valid first aid and CPR certification. - Some positions may require a valid Washington State driver's license or a class II driver's license. - Ability to manage multiple tasks, frequent interruptions, and potentially deal with distraught students or exposure to ordinary infectious diseases and bodily fluids. - May be required to move, position, or lift students or their special equipment, and attend to personal hygiene needs. SELECTION PROCESS - Standard Seattle Public Schools evaluation, screening, and selection process. HOW TO APPLY - Submit an application through the Seattle Public Schools career portal (SAVE / APPLY). - For more information on special education service pathways, visit the SPS Special Education Department website. EMPLOYMENT DETAILS - Employer: Seattle Public Schools - Location: Bailey Gatzert Elementary, WA - Job Type: Part-Time (0.5 FTE) - Job Number: 26888 - Department: Bailey Gatzert Elementary - Subject Area: Special Education - Elementary - Opening Date: 07/17/2026 - Closing Date: Continuous - Reporting Relationship: Reports to the building Principal
ABOUT THE ROLE The Department of Children and Families (DCF) is seeking a mission-driven, highly organized individual to serve as the Statewide 688 Coordinator. This role acts as the primary liaison between DCF, the EOHHS Bureau of Transition Planning (BTP), and other state agencies. The coordinator processes and manages all 688 referrals, supports Area Offices, manages and approves individualized transition plans (ITP), and provides training and education related to the 688 referral and transition planning process for youth with significant disabilities. KEY RESPONSIBILITIES - Serve on the Transition Advisory Committee (TAC) and respond to inquiries from DMH, DDS, and MassAbility. - Identify cases needing TAC review, such as youths with 24/7 service needs, safety risks, or those denied by DMH and DDS. - Complete case profile worksheets and facilitate or develop ITPs for TAC-referred cases. - Process 688 referrals from BTP and LEAs, enter data into the DCF 688 SharePoint spreadsheet, and assign cases to appropriate Area Offices. - Send notification letters to LEAs and conduct outreach to Area Offices regarding referral processes and next steps. - Process all closings and transfers of DCF 688 referrals. - Assist Area Offices with developing tracking systems, individual case consultation, completing documentation, and reviewing draft ITPs and adult application packets. - Provide resources, support, and training on the 688 referral process and transition planning. - Collaborate on disability projects and grants, participate in regional and area team meetings, and serve on the Disability Team to shape policy and best practices. MINIMUM QUALIFICATIONS - At least four years of full-time (or equivalent part-time) professional, administrative, or managerial experience in business administration, business management, or public administration involving program management, administration, coordination, planning, and/or analysis. - At least one year of this experience must have been in a supervisory capacity. - Substitutions: A Bachelor's degree in business/public administration may substitute for a maximum of two years of required experience. A Graduate degree in business/public administration may substitute for a maximum of three years. A Bachelor's or higher degree in another major may substitute for a maximum of one year. (Note: No substitutions are permitted for the required one year of supervisory experience). - Preferred: Extensive knowledge of disabilities (intellectual, developmental, behavioral mental health, complex medical needs), experience with the child welfare system, and knowledge of special education systems and adult disability services. SPECIAL REQUIREMENTS - Must pass a criminal background check (CORI) prior to being hired, as required by EOHHS regulations. - Education, licensure, and certifications will be verified in accordance with the Human Resources Division's Hiring Guidelines. - Potentially eligible for a hybrid work schedule. SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the posting. - Candidates will be evaluated based on minimum entrance requirements, supervisory experience, and preferred qualifications related to disability services and child welfare. - Salary placement is determined by a combination of directly related experience, education, and alignment with the internal compensation structure or applicable collective bargaining agreement. HOW TO APPLY - Upload both a Resume and Cover Letter when applying through the official portal. - For questions, contact the Office of Human Resources at 1-800-510-4122 and select option #4. - For ADA Reasonable Accommodation requests, contact the Diversity Officer / ADA Coordinator: Jae Beal at Jae.Beal2@mass.gov or 857-283-7581. EMPLOYMENT DETAILS - Employer: Commonwealth of Massachusetts, Department of Children & Families - Location: 1 Ashburton Place, Boston, MA - Job Type: Full-Time, Day Shift - Job Number: 2600051B - Bargaining Unit: 06-NAGE - Professional Admin. - Number of Openings: 2 - Job Posting Date: Jul 25, 2026 - Benefits: Comprehensive employee benefits package offered by the Commonwealth, supporting employees and their families.
ABOUT THE ROLE The Municipal Police Training Committee (MPTC) is seeking an experienced curriculum specialist to design and update instructional material for in-person and online law enforcement training. This role focuses on translating state-mandated guidelines and best practices into actionable, engaging, and legally sound lesson plans, storyboards, and eLearning formats for law enforcement officers across the Commonwealth of Massachusetts. KEY RESPONSIBILITIES - Coordinate with subject matter experts to research, create, and develop annual in-service curriculum within established timelines. - Partner with experts to revise in-person learning and e-learning lesson plan frameworks. - Develop, update, and revise lesson plans to incorporate research-based best practices for adult learning and police training. - Coordinate curriculum update classes for all MPTC certified instructors on new and revised lessons. - Train MPTC certified instructors on adult learning activities and techniques. - Create or assist with script development, storyboarding, and video-editing for online content rollout. - Work across divisions to ensure MPTC required regulations and critical projects are completed accurately and on time. MINIMUM QUALIFICATIONS - At least four years of full-time (or equivalent part-time) professional, administrative, or managerial experience in business administration, business management, or public administration, with major duties involving program management, administration, coordination, planning, or analysis. - At least one year of the required experience must be in a supervisory capacity. - Substitutions: A Bachelor's degree in a relevant field may substitute for up to two years of experience. A Graduate degree in a relevant field may substitute for up to three years of experience. A Bachelor's or higher degree in an unrelated field may substitute for up to one year of experience. No substitutions are permitted for the required one year of supervisory experience. SPECIAL REQUIREMENTS - Preferred: 5 or more years of experience in Curriculum Development or Instructional Design, ideally within a law enforcement, criminal justice, or military setting. - Preferred: Knowledge of adult learning principles, educational best practices, and pedagogy. - Preferred: Advanced experience with Microsoft Suite, Airtable, Adobe, Canva, Articulate software, and video editing programs. - Preferred: Basic project management skills and knowledge of the law enforcement field. - This position is potentially eligible for a hybrid work schedule. SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the job posting. - The Commonwealth is an Equal Opportunity and Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply. HOW TO APPLY - Applications must be submitted through the official Commonwealth of Massachusetts employment portal by creating a profile and applying for the job. - Applicants needing reasonable accommodations should contact the Diversity Officer and ADA Coordinator, Aiesha Grenier, at 857-276-3231. EMPLOYMENT DETAILS - Employer: Commonwealth of Massachusetts - Agency: Municipal Police Training Committee (MPTC) - Department: Executive Office of Public Safety and Security (EOPSS) - Job Type: Full-time - Shift: Day - Bargaining Unit: 06-NAGE - Professional Admin. - Location: Thomas Patten Drive, Randolph, MA - Job Posting Date: Jul 25, 2026
ABOUT THE ROLE The Department of Children and Families (DCF) is seeking a dynamic, service-minded legal professional to fill the role of Counsel I. The selected candidate will represent DCF in Juvenile and Probate Court in custody, termination of parental rights, guardianship, and adoption cases. DCF is committed to protecting children from abuse and neglect, ensuring they grow and thrive in a safe, nurturing environment, and establishing safety, permanency, and well-being for the Commonwealth's children. KEY RESPONSIBILITIES - Interpret laws, court decisions, opinions, rules, and regulations applicable to the agency - Prepare and litigate custody, termination of parental rights, and guardianship court cases - Prepare petitions, affidavits, memorandum of law, discovery motions, findings of fact, and other legal documents for agency court-involved cases - Prepare opinions and advise clinical agency staff on legal procedures and requirements for pending court cases - Conduct training of agency staff on legal issues, litigation processes, changes to law, regulation, or policy - Assist in preparing appellate briefs, orders, opinions, rules, and regulations related to the administration and enforcement of laws within the agency's jurisdiction MINIMUM QUALIFICATIONS - Juris Doctor (JD) degree - Admission to the Massachusetts Bar - Some experience in legal research, legal writing, and legal procedures and processes SPECIAL REQUIREMENTS - Must be a member of the Massachusetts Bar Association - May be required to have a current and valid Motor Vehicle Driver's License at a class level specific to assignment - Must pass a criminal background check as required by the Executive Office of Health and Human Services prior to being hired - Education, licensure, and certifications will be verified in accordance with the Human Resources Division's Hiring Guidelines - Education and license/certification information is subject to the Massachusetts Public Records Law and may be published on the Commonwealth's website SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the job posting - A criminal background check will be completed on the recommended candidate prior to hiring HOW TO APPLY - Upload both a Resume and Cover Letter when applying through the official portal - For questions, contact the Office of Human Resources at 1-800-510-4122 and select option #4 - For ADA reasonable accommodation requests, contact Diversity Officer / ADA Coordinator Jae Beal at Jae.beal2@mass.gov or 857-283-7581 EMPLOYMENT DETAILS - Location: 200 Front Street, Holyoke, Massachusetts, United States - Agency: Department of Children and Families - Job Type: Full-Time, Day Shift - Number of Openings: 1 - Bargaining Unit: 06-NAGE - Professional Admin. - Work Schedule: Potentially eligible for a hybrid work schedule - The Commonwealth is an Equal Opportunity / Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply.
ABOUT THE ROLE The Supportive Services Manager is responsible for assisting the Support Services Director in building self-empowerment and removing barriers to self-sufficiency for Corps members. This role reports directly to the Support Services Director within the Office of Workforce Development. KEY RESPONSIBILITIES - Provide support services related to basic needs stabilization for individual Corps members and PowerCorpsBOS alumni, including food access, housing, health and wellness, childcare, personal finance, and legal assistance. - Collaborate with the Support Services Director to inform and implement support services utilizing referral networks, referral processes, and expungement services. - Coordinate and implement training and orientations related to support services systems and resources for PowerCorpsBOS staff members. - Contribute to program development and enhancements from a supportive services lens. - Support data and evaluation metrics and measurement efforts. - Perform additional tasks as required. MINIMUM QUALIFICATIONS - Minimum of 3 years of work in case management or social services. - Substitutions: A Master's degree in Social Work or a related field can be substituted for 3 years of experience, or a Bachelor's degree in Social Work can be substituted for 2 years of experience. - Ability to establish and foster relationships with multiple cross-sector partners and work as part of a collaborative team. - Excellent organizational skills and proven competence with the collection and management of documentation and paperwork. - Experience with database management and the recording and tracking of data. - Flexibility, professional demeanor, and the ability to respond calmly and positively to rapidly changing situations. - Demonstrated commitment to diversity and cross-cultural issues. - Ability to self-direct, assume full ownership over responsibilities, and present strong problem-solving processes. - Demonstrate a high level of enthusiasm for and ability to convey the program mission to internal and external stakeholders clearly and compellingly. - Commitment to the advancement of urban youth, including staff development. - Working knowledge of Microsoft Office and Google Suite. SPECIAL REQUIREMENTS - Boston residency is strictly required. - Preferred: 2 years of experience working in local social services agencies or public benefits access. - Preferred: Familiarity with Boston neighborhoods. - Preferred: Ability to speak additional languages. - Preferred: A valid Driver's License. SELECTION PROCESS - Standard City of Boston hiring process applies. - The City of Boston is an Equal Opportunity Employer committed to creating a diverse and inclusive environment. Qualified applicants will be considered regardless of sex, race, age, religion, color, national origin, ancestry, physical or mental disability, genetic information, marital status, sexual orientation, gender identity, gender expression, military and veteran status, or other protected category. HOW TO APPLY - Applications must be submitted through the official City of Boston employment portal. - Posting End Date: January 22, 2027. - For inquiries, contact Victoria Nasanga at victoria.nasanga@boston.gov. EMPLOYMENT DETAILS - Employer: City of Boston - Department: Office of Workforce Development - Job Type: Regular Full-Time - Hours: 35 hours per week - Req ID: 2026-32185 - Location: Boston City Hall, Boston, MA - Union/Grade: Non-Union / MM2-7 - Openings: 1
ABOUT THE ROLE The Gadsden Independent School District is seeking a current district employee to implement the special education assessment process. This role involves assessing the educational, learning styles, and program needs of students referred to special education services. The diagnostician provides diagnostic information and works cooperatively with instructional personnel to ensure the most appropriate programs are provided for students with disabilities. KEY RESPONSIBILITIES - Receive student referrals and implement the assessment and evaluation process within federal and state timelines - Select and administer formal and informal assessments to determine student eligibility for special education services - Produce clear, understandable, and comprehensive written evaluation reports, considering linguistic, ethnic, and cultural diversity - Collect and organize relevant assessment data from student cumulative folders, teachers, principals, support staff, parents, and outside resources - Conduct classroom observations and personal interviews - Coordinate and participate in the Eligibility Determination Team (EDT) to assist with interpretation of assessment data, appropriate placement, and IEP development - Provide staff development training to assist school personnel in identifying and understanding students with disabilities - Consult with professionals, parents, teachers, and administrators regarding assessment findings and educational needs - Accept ultimate responsibility for IEP compliance at each assigned campus and take necessary actions to correct compliance issues - Write and archive all evaluation reports using the district's evaluation report writer system - Protect the confidentiality of all information obtained during student evaluations - Maintain an inventory of assessment materials and participate in ongoing professional development MINIMUM QUALIFICATIONS - Master's Degree in Educational Diagnosis, Special Education Guidance and Counseling, Educational Psychology, or other approved fields such as Speech Pathology or Remedial Reading - Two (2) years of teaching or equivalent experience with exceptional children, as evaluated and approved by the State Department of Education - Licensure in Special Education or Guidance and Counseling - Current Educational Diagnostician license issued by the New Mexico State Department of Education SPECIAL REQUIREMENTS - Must be a current Gadsden Independent School District employee - Regular district-wide travel to multiple work locations as assigned - Ability to regularly lift and/or move up to 50 pounds - Must maintain emotional control under stress - Strong language, mathematical, and reasoning abilities to analyze complex documents, apply advanced mathematical concepts (e.g., frequency distribution, analysis of variance), and apply principles of logic or scientific thinking HOW TO APPLY - Submit an application through the Gadsden Independent School District portal - Include three professional reference letters, all dated within the last 12 months - Current district employees must ensure that at least one of the reference letters is from their current supervisor EMPLOYMENT DETAILS - Location: San Miguel, New Mexico (Chaparral Area) - Employer: Gadsden Independent School District (NM) - Department: Special Education Department - Job Type: Full-Time - Job Number: 202301759 - Opening Date: 07/24/2026 - FLSA Status: Exempt - Work Environment: Moderate noise level; requires standing, walking, sitting, using hands, reaching, climbing, balancing, stooping, kneeling, crouching, crawling, talking, and hearing. Reasonable accommodations may be made for individuals with disabilities.
ABOUT THE ROLE This position involves teaching academic classes to an adult incarcerated population in a secure correctional setting. The role requires utilizing research-based practices to deliver specialized instruction in subjects such as Adult Basic Education (ABE), English as a Second Language (ESL), Pre-Adult Secondary Education (PreASE), and Adult Secondary Education (ASE), while collaborating with the Education Division and administration staff. KEY RESPONSIBILITIES - Teach departmentalized academic classes including Reading, Language, Mathematics, Science, and Social Studies - Complete daily student attendance and update incarcerated individual case plans, including awarding Earned Good Time and completing monthly performance ratings - Administer standardized testing, including TABE, TABE CLAS-E, HiSET, and HiSET qualifying exams - Maintain incarcerated individual education files, performing monthly purges and updating documentation as needed - Identify, recruit, and schedule incarcerated individuals for academic testing and appropriate educational programming - Address Case Plan referrals to academic and vocational programming within 30 days - Complete 40 hours of required training within the fiscal year and maintain a current teaching license - Report security-related matters promptly and manage the classroom consistent with institutional rules and regulations MINIMUM QUALIFICATIONS - Bachelor's Degree - Knowledge of principles, methods, and practices in adult education - Working knowledge of educational tests and assessments - Experience teaching content such as ABE, ESL, PreASE, and/or ASE - Experience teaching adult learners and ability to work effectively with incarcerated individuals, teaching staff, and administration SPECIAL REQUIREMENTS - Possession of an appropriate Teacher's Certificate issued by the Massachusetts Department of Elementary and Secondary Education - Must have no felony convictions, including actions defined in 5 U.S.C. 301, U.S.C. 509, 510, and 42 U.S.C. 15601-15609 - Must not have engaged in sexual abuse in a prison or institution, or been convicted of sexual activity facilitated by force, coercion, or lack of consent - May be expected to work evening hours as operationally necessary - Bilingual applicants are strongly encouraged to apply - This position is not eligible for a hybrid work schedule SELECTION PROCESS 1. First consideration will be given to applicants who apply within the first 14 days of the job posting 2. Applications will be evaluated based on the candidate's education, experience, and alignment with the minimum and special requirements 3. Background checks and credential verifications will be conducted prior to hiring HOW TO APPLY 1. Submit an application through the official Commonwealth of Massachusetts employment portal 2. Ensure all relevant experience, education, and certifications are clearly documented in the application 3. Apply promptly to receive first consideration within the initial 14-day window EMPLOYMENT DETAILS - Job Type: Full-time - Employer: Department of Correction, Commonwealth of Massachusetts - Location: Massachusetts Treatment Center, 30 Admin Road, Bridgewater, MA - Official Title: Teacher (C) - Number of Openings: 1 - Shift: Day - Bargaining Unit: 10-SEIU Local 509 - Education - Job Posting Date: May 15, 2026
ABOUT THE ROLE This full-time position with the Massachusetts Department of Correction Education Division involves teaching and co-teaching academic classes (including ABE, ESL, PreASE, and ASE) with a preferred strength in Special Education. The role requires developing professional development for teachers, maintaining special education data, and delivering specialized instruction to an adult incarcerated population across Northern and Southern Sector facilities. KEY RESPONSIBILITIES - Develop and conduct special education instructional professional development for teachers in the Education division. - Teach or co-teach academic classes, which may be departmentalized into Reading, Language, Mathematics, Science, and Social Studies. - Coordinate documentation for testing accommodations and ensure materials are submitted timely. - Review and collaborate on research-based practices and current instructional methods to ensure effective practices. - Create Student Support Teams (SSTs) to review case plans. - Maintain all Special Education Data and produce, distribute, and maintain regular reports with the Data Analyst. - Complete daily student attendance and update incarcerated individual case plans, including awarding Earned Good Time and completing monthly performance ratings. - Administer standardized testing, including TABE, TABE CLAS-E, HiSET, and HiSET qualifying exams. - Maintain education files, perform monthly purges, and process incoming and outgoing documentation. - Identify, recruit, and schedule incarcerated individuals for academic testing and determine appropriate placement. - Address case plan referrals to academic and vocational programming within 30 days. - Report security-related matters promptly and manage the classroom consistent with institutional rules and regulations. MINIMUM QUALIFICATIONS - Bachelor's Degree. - Knowledge of principles, methods, and practices in adult education. - Working knowledge of educational tests and assessments. - Ability to work effectively with incarcerated individuals, teaching staff, and administration. - Experience teaching Special Education and adult learners is preferred. SPECIAL REQUIREMENTS - Possession of an appropriate Teacher's Certificate issued by the Massachusetts Department of Elementary and Secondary Education. - Must have no felony convictions, including actions defined in 5 U.S.C. 301; U.S.C. 509, 510; 42 U.S.C. 15601-15609. - Must not have engaged in sexual abuse in a prison or institution, or been convicted of sexual activity facilitated by force, coercion, or without consent. - Travel is expected to all DOC facilities in the Northern and Southern Sectors. - Must complete 40 hours of training within the fiscal year and maintain a current teaching license. - Bilingual applicants are strongly encouraged to apply. - This position is not eligible for a hybrid work schedule. SELECTION PROCESS - First consideration will be given to applicants who apply within the first 14 days of the posting. - Salaries for union positions are determined according to the provisions of the respective collective bargaining agreement. - The Commonwealth is an Equal Opportunity and Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply. HOW TO APPLY - Applications must be submitted through the official Commonwealth of Massachusetts employment portal. - For Diversity, Affirmative Action, Equal Employment Opportunity questions, or Reasonable Accommodation requests, contact Diversity Officer and ADA Coordinator Janice Perez at 508-850-3648. EMPLOYMENT DETAILS - Employer: Commonwealth of Massachusetts - Agency: Department of Correction - Official Title: Teacher (C) - Job Type: Full-time - Shift: Day - Bargaining Unit: 10-SEIU Local 509 - Education - Location: 50 Maple Street, Milford, MA (with travel to all DOC facilities) - Job Posting Date: May 15, 2026 - Number of Openings: 1