Elementary School Special Education, Substantially Separate Teacher

Elementary School Special Education, Substantially Separate Teacher

Join KIPP Massachusetts as a Elementary School Special Education, Substantially Separate Teacher
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Together with families and communities, we create joyful and identity-affirming schools where students achieve excellent and equitable academic outcomes. We believe this prepares students for any path—college, career, and beyond—to lead fulfilling lives and build a more just world. Our program is based on:

• A focus on high-quality instruction supported by rigorous professional development.
• A high regard for character development.
• An emphasis on family engagement.
• A focus on college readiness for all students.

KIPP Massachusetts began enrolling students in 2004. We operate two districts: KIPP Academy Lynn Charter School (Lynn, MA) and KIPP Academy Boston Charter School (Mattapan, MA). Each district serves multiple grade spans and serves a diverse student population, including many students who receive special education services.

We partner with the KIPP Foundation, a national network of college-preparatory public charter schools. KIPP Massachusetts works within the free public school system and offers flexibility while committing to high academic results.

The Special Education Sub-Separate Lead Teacher instructs a small group of students in core content areas (Math, Reading, Humanities, Science) and manages classroom supports. The role includes collaboration with classroom teachers, IEP case‑management, and ongoing student support.

Key responsibilities include:

• Lead instruction in 1–4 content areas or IEP‑guided instruction for a small group of students. This includes:
  • Creating daily aligned lesson plans, unit plans, rubrics, and assessments.
  • Modifying standards across 1–4 content areas to meet student needs.
  • Implementing modified grading scales per IEPs.
  • Setting ambitious goals and leveraging resources to achieve them.
  • Using best practices for special education to deliver rigorous, accessible instruction.
  • Infusing core values into lessons and school practices.
• Complete Functional Behavior Assessments (with BCBA guidance) as needed.
• Create a healing‑centered classroom environment.
• Collaborate with a psychologist to develop and run trauma‑informed, social‑emotional, and life‑skills groups.
• Ensure all children feel affirmed, valued, and challenged daily.
• Execute MCAS Alternate portfolios for applicable students.

• Obtain MTEL and SEI endorsements within the first year of employment. Preferred: obtain special education licensure.
• Provide secondary support in additional content areas as needed.
• Design, execute, and refine student culture alongside school leaders.
• Monitor student progress toward academic and social‑emotional goals.
• Lead the 504 and IEP processes for all students in the classroom.
• Collaborate with counselors and other team members to create and implement Behavior Support Plans.
• Participate in school‑wide and individual professional development.
• Maintain ownership of craft development and seek feedback from coaching.
• Perform support duties such as coverage, bus, lunch, and dismissal.
• Develop strong family relationships through events and consistent communication.
• Offer support and receive constructive feedback to foster a professional atmosphere.
• Collaborate with grade‑level and content teams on common challenges and grade‑wide systems.
• Collaborate with related service providers and general education teachers.
• Ensure dependable attendance per the school calendar.

• Act with integrity, humanity, and self‑awareness per KIPP MA’s Code of Conduct.
• Engage in regional professional development and community events.
• Collect and interpret data to make informed decisions.
• Demonstrate flexibility and emotional intelligence in a diverse environment.
• Use interpersonal and self‑management skills for safe, inclusive interactions.
• Communicate effectively in person, written, and virtual platforms.
• Maintain physical mobility and…