Special Educator - Substantially Separate Elementary Program

JOB SUMMARY

The ACCESS substantially separate elementary program serves a cohort of students requiring specialized instruction and structured supports in addition to academic programming.  Teachers provide a well-organized, academically challenging, culturally and linguistically responsive class environment in which students can access curriculum and make progress towards Massachusetts standards and develop social and emotional skills in order to participate in society, while providing a safe, supportive, and welcoming educational environment for all students.

PERFORMANCE RESPONSIBILITIES:

1. Provide individual and small group instruction to students with significant delays in conginition and/or communication who require specialized instruction outside of the general education classroom. Most students are on the autism spectrum.
2. Develop/modify curriculum and lessons that align to DESE Standards using access and entry points as needed.
3. Develop activities to support social, communication, and daily living skills within the classroom.
4. Create self-regulation and social skills lessons to implement both within and in addition to the classroom setting.
5. Support students who are in emotional or behavioral crisis
6. Collaborate with the building BCBA, adjustment counselors, classroom ABA Tutors and educational assistants to develop schedules and responsibilities to meet the individual needs of students.
7. Collaborate with staff to foster successful and meaningful inclusion opportunities for students as deemed appropriate.
8. In collaboration with the Team, develop an appropriate Individualized Education Plan for all students that are determined eligible for special education services. This includes the creation of short and long term goals, based on assessment data and targeted curriculum standards, for all of the student’s areas of identified disability
9. Collect consistent behavior and academic data on student performance to drive instruction and monitor student progress
10. Communicate consistently and effectively with students, families, program staff (ABA tutors, educational assistants, OT, SLP, school psychologists etc.), and administration
11. Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making
12. Participate in all federal and state mandated procedures and timelines for case management for all identified students, i.e. team meetings and liaison to regular education settings
13. Maintain accurate and complete, student records as required by law, district policy, and administrative regulation
14. Follow and implement individual student safety plans, IEPs, 504s, health care plans, behavior support plans, etc.
15. Participate in department, school meetings, and parent/guardian meetings
16. Keep up to date with developments in subject area, teaching resources, and methods, and make relevant changes to instructional plans and activities
17. Establish and maintain cooperative relationships with others
18. Perform other duties specifically articulated within the collective bargaining agreement as assigned by building principal and/or District administration

QUALIFICATIONS:

1. Valid Massachusetts DESE teacher certification in Severe or Moderate Disabilities. Licensed or teaching experience in severe disabilities preferred
2. Bachelor’s Degree required, Master’s Preferred
3. Highly Qualified as per Massachusetts Department of Elementary and Secondary Education (DESE)
4. Experience working with children who have moderate to severe disabilities
5. Knowledge of social emotional learning strategies
6. Proven ability to relate to a variety of constituencies, including but not limited to: administrators, parents/guardians, teachers, students, other school staff, and visitors
7. Outstanding written and verbal communication skills
8. Well-organized with excellent leadership abilities
9. Exceptional interpersonal and presentation skills
10. Working knowledge of relevant technologies: internet and email systems; word processing, presentation, and spreadsheet software; and educational software
11. Such alternatives to the above qualifications as the school department may find appropriate and acceptable

REPORTS TO: Building Principal and Department Coordinator

SUPERVISES: Not Applicable

WORK YEAR: 183 days

COMPENSATION: Per the Union A Collective Barginning Agreement linked here

If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to reach out to the below contact for this position to discuss your application.