R 3330 Anticipated Vacancy Special Education Teacher ILC-Centerville Elementary

POSITION: Special Education Teacher, Intensive Learning Classroom

PROGRAM DESCRIPTION:

The ILC model provides intensive support for students with low-incidence, developmental disabilities and high needs, whose special needs may not be able to be met in their home school (elementary level). Students’ level of need requires extensive specialized instruction outside of the general education setting. In most cases, students require specialized instruction outside of the general education setting for at least 60% of the school day, and are therefore designated as requiring a substantially separate setting.

• Curriculum and assessment are individually modified according to student need.
• Structures are created to provide students with the scaffolding necessary to ensure success.
• Academic tasks are broken down into small, sequential units of instruction.
• Instruction is multisensory: students are provided with learning opportunities that involve visual, auditory, and kinesthetic modalities.
• Repetition and review are essential components of every instructional unit.
• Explicit modeling of academic, social, and behavioral expectations are conspicuously integrated into all classroom activities.
• Daily living skills such as hygiene and self-care are included in the classroom framework.

JOB GOAL: To provide instruction, services and support to students and demonstrate professional leadership in the classroom. To provide a successful learning experience to students with a variety of disabilities.

QUALIFICATIONS:

• Massachusetts educator license: Teacher of Students with Moderate or Severe Disabilities
• Demonstrated knowledge and understanding of child and adolescent development
• Demonstrated experience teaching students with special needs
• Commitment to the education and academic, social, emotional, and behavioral development of students with disabilities
• Master’s Degree preferred.
• SEI Endorsement
• Demonstrated ability to utilize relevant technologies for instruction, assessment, communication, data management and documentation.
  

REPORTS TO: Building Principal or Designee

PERFORMANCE RESPONSIBILITIES:

• Participate in ongoing professional development related to specific student population and teacher certification areas.
• Respond professionally during unpredictable situations to safely engage and support students exhibiting challenging behavior and emotional dysregulation.
• Demonstrate knowledge of theories and practice for developing and implementing social, emotional and behavioral skills.
• Develop, implement, and teach curriculum designed and/or modified to meet the learning needs of students with disabilities, including whole-class, small group, and individual students.
• Plan and prepare group and/or individual daily lessons for each student.

• Provide high quality specialized instruction to students with disabilities consistent with students’ Individual Education Programs (IEP).
• Collaborate with teachers and other school professional and paraprofessional staff to develop and provide emotional and behavioral support, positive reinforcement, accommodations and modifications for students with disabilities.
• Participate in the development and implementation of IEPs and ensuring compliance with state and federal special education regulations.
• Gather and analyze student performance data for the purpose of writing learning goals and objectives and to monitor student progress.
• Write required special education student progress reports.
• Evaluate individual students with formal and informal, nondiscriminatory assessments and report results in writing.
• Observe students in the classroom and report on student performance both verbally and in writing.
• Review and be familiar with assigned student’s records, including the student’s IEP.
• Regularly engage in two-way communication with parents/guardians including informing them of their child’s progress.
• Participate in IEP Team meetings and other meetings, including but not limited to staff and department meetings.
• Monitor students with disabilities within and outside of the classroom.
• Provide direction and oversight to assigned paraprofessional staff for the support of students.
• Review and prepare required paperwork in a timely and professional manner (e.g. IEP, evaluations, progress notes, MCAS ALT, incident reports, substitute forms, etc.).
• Support the implementation of individual student behavior, intervention, transition, safety, health, reentry, and other student-specific plans.
• Assure equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, natural origin, sexual orientation, homelessness, or disability.
• Performance of other job-related duties as assigned.

TERMS OF EMPLOYMENT: School Year

SALARY: Per BTA Contract

Barnstable Public Schools is an EOE and strongly encourages minority candidates to apply.