Critical features of this job are described below. They are subject to change at any time as duties, tasks and functions are assigned or re-assigned by the administration team.

The Hope Academy believes the dignity of each person is paramount. We recognize that our school’s future strength rests firmly on our commitment to recognize, respect and uphold the dignity of all our students, their families and our faculty and staff. To uphold this commitment, we expect all members of our school practice a willingness to recognize, respond to and teach about racism and other forms of injustice.

SUMMARY OF MAIN DUTIES:

Creates an intentional culturally responsive learning environment inclusive of students from all racial, ethnic, and socio-economic backgrounds, abilities and family structures. Encourages a sense of belonging and positive classroom community for students while developing skills for listening, speaking, reading, and writing to support effective communication. Motivates learning by validating students as asset-based individuals. All teachers are expected to be aware of microaggressions and redirect to amplify affirmations. Fully engages students in discussion and other modalities of participation.

ESSENTIAL FUNCTIONS:

• Teaches content and skills in English Language Arts, mathematics, social studies and science to students utilizing course of study adopted by The Hope Academy in a fully inclusivie classroom
• Develops lesson plans and instructional materials that consistently contain diverse content throughout the academic year
• Demonstrates concepts and strategies using models, talk, reflective writing, and other available resources including technology
• Knowledge of best instructional practices within a workshop model
• Knowledge of authentic assessment practices using strategies to mitigate stereotype threat in feedback, assessment, and grading
• Knowledge and practice of methods for formatively assessing students across all content areas including running records, analytic writing rubrics, and conferring 
• Administer RICAS, iReady and other diagnostic assessments such as WCJ-IV
• Provides opportunities for individual and small group instruction that is purposeful and flexible to meet the needs of students
• Collaborate with other teachers and therapists to implement an integrated educational/ therapeutic model
• Develop lesson plans, progress reports, and IEPs within specified timelines as directed
• Plan and implement motivating and creative age appropriate activates to address goals as outlined in each students’ IEP
• Maintain data records on each student’s progress in order to be used to write accurate progress reports and to inform grading
• Work with special education director to initiate special education evaluations and re-evaluations to determine students’ eligibily for services
• Collaborate with other educators and specialists in the planning, adapting and teaching of the curriculum for all students
• Co-teaches and plans with general educator and identifies opportunities to provide for inclusive instruction
• Demonstrates culturally informed behavior management and discipline practices with the ability to neutralize the pattern of inequitable discipline of children of color
• Uses positive guidance techniques such as redirection, modeling appropriate behavior and praise.
• Provice supervision, guidance and feedback for teacher assistants as needed
• Develops and maintains contact with families with an awareness and respect for each student and their families from all racial, ethnic, and socio-economic backgrounds, abilities and family structures
• Facilitates interactions among students that provide opportunities for emotional, social, and cognitive growth and an understanding of each child
• Actively seeks and participates in ongoing professional development as offered by the school or independent study
• Supervises students in out-of-classroom activities during the school day
• Assists in the evacuation of children and clients during fire drills and other emergencies
• Performs all other duties as directed by direct supervisor or school leadership team

QUALIFICATIONS:

SKILLS

• Acknowledge racism and privilege
• Study and teach representative history for students from all racial, ethnic, and socio-economic backgrounds, abilities and family structures in mind
• Talk about racism with students
• When you see racism or other types of inequities, you address it
• Ability to work as a member of a team by actively listening to another’s point of view, sharing and being able to respectfully disagree
• Organizational skills including developing effective classroom schedule for teaching, learning, assessing, etc.
• Culturally influenced effective communication skills
• Proficient technological skills for remote learning and day-to-day tasks such as but not limited to Zoom, Google Classroom, MS Word, etc.

EXPERIENCE, TRAINING AND EDUCATION

Bachelor’s Degree with valid special education teacher certification from RIDE or the ability to obtain

PROFESSIONAL AND LEGAL STANDARDS

• Models the school’s values of respect, compassion, integrity, inclusivity and excellence in all actions and communications
• Accesses all Hope Academy student records only, as needed
• Uses and discloses PHI only as authorized, as necessary to carry out job duties
• Completes and maintains privacy and security training
• Reports suspected violations, including those of a colleague
• Maintains professionalism in/outside of school

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS

• Work environment and physical requirements consistent with those of a typical school environment
• Ability to move about the classroom and building continuously throughout the workday
• Utilize the computer (20%) of the time and other office equipment