TYPE OF POSITION: Full-time (1.0); 2024-2025 school year; salary commensurate with experience and education, as set forth in the agreement between the Seekonk School Department and the Seekonk Educators Association

LOCATION: George R. Martin Elementary School

AREA OF CONSIDERATION: All qualified candidates

REPORTS TO: Building Principal

The District STARS Lower Elementary Program Special Education Teacher is a highly qualified teacher who is responsible for the instruction, evaluation, coordination and regulatory compliance for special education students. Open to working during the Extended School Year; salary commensurate with experience and education, as set forth in the agreement between the Seekonk School Department and the Seekonk Educators Association. The District STARS Lower Elementary Program Special Education Teacher provides learning experiences guided by the Massachusetts Curriculum Frameworks, district standards and requirements, and accommodates student’s learning needs as outlined in students’ Individualized Education Programs (IEPs). The District STARS Lower Elementary Program STARS Special Education Teacher works collaboratively with the School Psychologist and Building Principal, reports to the principal, and may direct a Teaching Assistant (Paraprofessional), if one is assigned to the classroom.

QUALIFICATIONS

To be considered qualified for this position, candidates must minimally have the following:

1. Licensed, or eligible for licensure in Teacher of Students with Moderate Disabilities (PreK-8) and/or Teacher of Students with Severe Disabilities (all) by the Massachusetts Department of Elementary and Secondary Education as well as evidence of meeting all Massachusetts Department of Education standards for Highly Qualified Teacher.
2. Ability to communicate clearly and effectively, both orally and in writing, with children and adults.
3. Commitment to remain current in content knowledge and teaching strategies.
4. Ability to relate well with students, colleagues, parents, and staff.
5. Experience teaching elementary students with disabilities.
6. Experience teaching students with developmental delays and disabilities (including but not limited to Autism Spectrum Disorder)
7. Knowledge of Core Curriculum Frameworks, co-teaching and experience working with students with a variety of disabilities including social-emotional challenges.
8. Ability to facilitate, monitor and modify programming in order to positively impact student achievement and personal functioning.

RESPONSIBILITIES & ESSENTIAL FUNCTIONS which include but are not limited to:

1. Collaborate with regular education teachers, support staff, administrators, aides and parents in order to monitor student progress and compliance.
2. Coordinate all components of annual reviews (team members, student information, related service provisions, timeliness, follow-up with providers to confirm that IEP attendance, reports and services are being completed).
3. Cooperate with other members of the staff in planning and implementing instructional goals, objectives and methods according to the MA Curriculum Frameworks.
4. Assure that all approved reports are forwarded to parents three days before IEP team meeting, if requested.
5. Conduct IEP meetings within timelines.
6. Obtain signatures.
7. Participate in all IEP team meetings for designated students.
8. Complete initial evaluations and re-evaluations in accordance with regulations and best practice and data driven instructional decisions to improve student outcomes and learning experiences in language arts, social studies, reading, mathematics, science, art, physical education, and music to students, guided by the Massachusetts Curriculum Frameworks and district standards and requirements, while creating an environment that is conducive to student learning and involvement. 
9. Monitors students’ understanding of curriculum effectively and adjusts instruction, materials, or assessments when appropriate.
10. Implements, evaluates and refines instructional practice and assessment in response to student outcomes.
11. Supports students’ development of self-regulation and social-emotional learning throughout the school day.
12. Develops Individualized Education Programs (IEPs) for students with impairments and/or special needs and monitors progress using data.
13. Effectively and creatively uses technology in order to engage students in learning and improve student competence and confidence.
14. Demonstrates appreciation for and sensitivity to, the diversity among individuals and strives to ensure equitable opportunities for student learning.
15. Continually seeks to improve professional competence through attendance at professional development events, and by self-generated activities that meet district expectations and the requirements for recertification.
16. Shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district, attending all faculty and committee meetings as required, and district-wide committees as needed.
17. Other duties, as assigned according to the SEA contract. Develop, implement, and monitor Individual Education Programs based on team determinations with measureable goals using progress monitoring.
18. Complete all special education paperwork accurately and confidentially according to regulations and on time.
19. Collect and report progress monitoring data for all student goals.
20. Complete and dispense information regarding student progress at least as often as students in the general education setting.
21. Provide individual, small group, co-teaching resource support and specialized instruction based on student’s IEP.
22. Develop, implement, and monitor Individual Education Programs based on team determinations with measureable goals using progress monitoring.
23. Complete all special education paperwork accurately and confidentially according to regulations and on time.
24. Collect and report progress monitoring data for all student goals.
25. Complete and dispense information regarding student progress at least as often as students in the general education setting.
26. Provide individual, small group, co-teaching resource support and specialized instruction based on student’s IEP.
27. Maintain accurate and compliant special education data (ESY, accommodations, amendments, non- attendance forms, class lists, and MCAS Alternative Portfolios, if necessary, etc.)
28. Test students as necessary during state testing and proctor state tests (MCAS).
29. Provide regular conferencing with parents/students/other educational professionals.
30. Plan and implement specifically designed, differentiated instruction for an integrated classroom with general education teachers.
31. Develop and monitor appropriate transition plans for students of transition age.
32. Administer diagnostic standardized assessments as well as curriculum-based assessments as needed.
33. Facilitate multi-sensory reading strategies.
34. Obtain and maintain compliant special education student files.
35. Maintain currency in practice by participation in relevant professional development activities.
36. Acknowledge e-mails and voice mails within 24 hours (excluding weekends, holidays, etc.)
37. Other duties as required by the building principal and according to the SEA contract.