anticipated: Elementary Special Education Teacher one-year position

Barrington Public Schools Elementary Special Education Teacher Job Description TITLE: Elementary Special Education Teacher REPORTS TO: Building Administrator(s)/Director of Pupil Personnel JOB GOAL: To provide comprehensive special education services that support the academic achievement, social-emotional growth, behavioral development, and overall well-being of students (PK-5) QUALIFICATIONS: Valid Rhode Island Department of Education Elementary Special Education Teacher Certification (E.g. Early Childhood Special Education, Elementary Special Education Teacher, Severe Intellectual Disability) Minimum of one (1) year experience in elementary special education Experience supporting students with Behavior Intervention Plans (BIPs), Individual Education Programs (IEPs), and functioning as part of a multidisciplinary team Training or willingness to be trained in social-emotional and behavioral (SEB) interventions, trauma-informed practices, and crisis prevention (CPI) Training or willingness to be trained in evidenced based academic interventions Master’s Degree and additional content certification preferred Demonstrated commitment to equity, inclusivity, and culturally responsive education PREFERRED KNOWLEDGE AND SKILLS: Strong understanding of high- and low-incidence disabilities, including Autism Spectrum Disorders and developmental disabilities Expertise in Specially Designed Instruction (SDI) and evidence-based academic and behavioral interventions Knowledge of executive functioning, trauma-informed practices, and social-emotional learning (SEL) Familiarity with the Common Core State Standards, RI SEL Standards, and Dynamic Learning Maps (DLM) Capacity to effectively manage and de-escalate challenging behavior in a positive, supportive manner Solid understanding of federal/state special education laws and MTSS frameworks KEY RESPONSIBILITIES: Instruction & Student Support: Provide special education services in general education, resource, and self-contained settings Deliver evidence-based instruction in reading, math, writing, executive functioning, and SEL Implement trauma-informed, culturally responsive practices and create safe, inclusive environments Teach students self-regulation, co-regulation, and de-escalation strategies Support students with Autism and other disabilities using adapted, motivational strategies Behavioral Support & Consultation: Design, implement, and monitor individualized Behavior Intervention Plans (BIPs), Individual Education Programs (IEP) , and MTSS behavioral supports Analyze behavioral data and adjust interventions based on progress monitoring Coach and support staff (teachers, teacher assistants) with modeling and implementation of behavioral strategies Participate in CPI training and implement safe behavioral interventions as needed Provide consultation to staff on student needs, accommodations, modifications, and behavioral strategies Meet regularly with the SEB Support Team to align services and review student needs Assessment & Data Use: Administer and interpret academic, behavioral, and diagnostic assessments Collect, analyze, and utilize data to inform instruction, intervention, and IEP development Engage students in self-assessment practices and support goal setting Collaboration & Communication: Serve on Evaluation, IEP, and MTSS Teams; lead or facilitate meetings (PK-5) as needed Coordinate with families, staff, service providers and outside agencies to ensure comprehensive student support Maintain regular communication with parents regarding student progress and concerns Collaborate with building administrators and pupil personnel staff to ensure alignment of services Participate in professional learning, staff development, and curriculum development initiatives Professional Responsibilities: Maintain detailed student records, documentation, and reporting per district and legal requirements Demonstrate professionalism, ethical conduct, dependable attendance, and effective communication Disseminate positive and accurate information about district and school initiatives Understand and adhere to district policies, the RI Professional Teaching Standards, and Code of Conduct Perform additional duties as assigned to support students and school needs WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Per Teacher Contract EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.