Description

 Warren Easton Charter High School is one of the highest performing open-enrollment high schools in the city of New Orleans. Our legacy of educational excellence stems back over 100 years. At Warren Easton Charter High School, academic excellence is the highest priority. Our slogan is "The Easton Way is the Only Way.” Maximum individual academic growth is stressed and good study habits are established in a nurturing and well-disciplined environment. Our school community believes that a structured environment is necessary for the assimilation of knowledge and the development of cognitive skills. 

Warren Easton Charter High School is the highest demanded high school in the city. We are continually growing to meet that demand. We are transitioning to our own LEA during the 2020-2021 school year. We are looking for team members who are excited to support our growth and who align with our mission, values, and school community. 

Mission: 

Our mission is to provide rigorous and relevant instruction for all students at all academic levels to ensure each has the opportunity to achieve their maximum potential.

Essential Duties & Responsibilities: This position provides instruction to students and performs a

wide variety of tasks with curriculum planning, supervision, presenting and reinforcing learning

concepts, and teaching children in a classroom setting. Under the direction of the Special Education

Coordinator & Compliance Coordinator, henceforth referred to as SPED Administration, the incumbent

will ensure compliance with state and federal guidelines pertaining to special education by:

? Possessing knowledge of the subjects taught and understands which concepts and skills are

central to discipline.

? Develop lessons that incorporate other subjects and incorporate skills that are part of other

subjects.

? Demonstrate knowledge of not only the subject content, but also knowledge of the students

who are learning the appropriate content. This would include knowledge of child

development, learning processes, student’s skills, knowledge, and language proficiency, and

student’s interests and special needs.

? Recognize the importance in the selection of resources and choose resources that align

directly with the learning outcomes and will be of most use to the students.

? Translate the state, district, and school expectations for student learning into a coherent

plan.

? Plan instruction that takes into account the specific learning needs for each student and

solicits ideas from students on how to best structure learning without losing rigor.

? Teach students how to engage in respectful interactions with each other by being a model

of respect.

? Establish a culture for learning by conveying the education value of what the students are

learning by providing clear directions for classroom activities.

? Monitor and establish routines and procedures for the smooth operation of the classroom

and efficient use of time.

? Manage instructional groups, transitions, materials, supplies, and non-instructional duties

proficiently.

? Respond to misbehavior that shows respect to the student and understand why students

may conduct themselves inappropriately.

? Keep a classroom environment that is orderly and productive.

? Meet and instruct assigned classes in the locations and at the times designated.

? Promote cognitive thinking by using questions that invite students to formulate

hypotheses, make connections, or challenge previously held views.

? Assess instruction by monitoring student understanding and encourage students to monitor

their own learning.

? Provide feedback to students that is timely, constructive, and provides guidance to improve

their performance.

? Make adjustments in lessons to respond to changing conditions that demonstrate flexibility

and responsiveness. Seek alternative approaches to help students when they encounter

difficulty in learning.

? Keep accurate instructional and non-instructional records as required by law, district

policy, and administrative regulations.

? Maintain a professional relationship with fellow staff that encourages sharing, planning

and working together toward improved instructional skill and student success.

? Stay informed of the changes in education and take any opportunities to grow and develop

professionally.

? Adhere to school and district policies and procedures and remain willing to work to improve

these guidelines.

? Maintain the same high level of ethical behavior and confidentiality of information about

students and personnel as is expected of all staff.

? Performs all other duties reasonably related to position as may be assigned by the Special

Education Administration, Principal or Assistant Principal.

Core Competencies:

Participate in ongoing trainings within special education, including but not limited to:

? IEP compliance.

? Enrollment procedures.

? Course curriculum.

? Academic support.

? Transition.

? Affective Needs support.

? Co-teaching.

? Progress monitoring.

? Caseload management.

Complete the Learning & Development requirements of a SPED teacher.

? Attend regular coaching sessions with designated staff.

? Complete teacher coursework as prescribed.

? Attend regional and statewide meetings and training as required.

? Participate in professional learning opportunities inside and outside of Warren Easton.

Complete all special education paperwork on time and with 100% compliance under the guidance

and support of the SPED Administration.

? Complete student enrollment processes for students identified with IEPs.

? Facilitate professional and effective IEP meetings with appropriate participants.

? Maintain thorough documentation, progress monitoring, and service delivery notes as

required.

? Administer standardized achievement testing for students due for a reevaluation.

Communicate and collaborate effectively with all stakeholders.

? Collaborate with external service providers and external psychoeducational and speech

testing professionals for the benefit of students on IEPs.

? Collaborate with other departments at GOAL for the benefit of students on IEPs (Social

Work, Counseling, Regional Staff, Technology, Human Resources, etc.)

? Communicate regularly with parents/guardians of students on IEPs.

? Provide quarterly goals progress updates to parents/guardians.

? Establish and maintain collaborative working relationships with students, parents, and

GOAL staff.

Support students with special needs.

? Comply with confidentiality requirements in the FERPA and HIPAA guidelines

? Facilitate instruction to students to ensure academic, social emotional, and post-secondary

readiness.

? Monitor and adjust curriculum, instruction, and IEP accommodations to enable each

student to succeed in their secondary and post-secondary goals.

? Differentiate instruction and provide support for general education teachers to differentiate

instruction for students on IEPs.

? Proctor district and state testing with accommodations to students on IEPs, as necessary.

Utilize technology and platforms for all work at Warren Easton and in the special education

program.

Perform other tasks and assume such responsibilities as the SPED Administration may from

time-to-time assign.

 EEOC Statement:

Warren Easton Charter High School adheres to the equal opportunity provision of the Federal Civil Rights laws and regulations that are applicable to this agency. Therefore, no one will be discriminated against on the basis of race, color, or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Education Amendments of 1972); disability (Section 504 of the Rehabilitation Act of 1973) in attaining educational goals and objectives and in the administration of personnel policies and procedures.

Requirements

Qualifications: The successful candidate will be discrete, high-energy, agile-minded, strategic,

proactive, a direct communicator, highly-organized and committed to the vision and values of

Warren Easton and the WE Special Education Department.

? Teaching: 1 year (Preferred)

? Special education: 1 year (Preferred)

? US work authorization (Preferred)

In addition, the following standards will generally define the successful incumbent:

? Teaching license for the particular position as required by the State.

? Broad knowledge of the theories, principles, practices and methodology of special

education;

? Ability to be creative in developing alternatives to meet special education needs

? A track record of developing and maintaining strong working relationships with

and among a diverse groups

? Close attention to detail coupled with the ability to exercise good judgment;

? Strong organizational, oral and written communication, and interpersonal skills;

? Proactive nature; able to anticipate conflicts before they arise;

? Ability to work well independently as well as collaboratively;

? Ability to execute IEP meetings, calls and emails with professionalism, courtesy

and accuracy;

? Personal qualities of maturity, humility, strong work ethic, sense of humor, and

diligence;

? Ability to effectively allocate and prioritize time to several tasks to ensure

completion of all.