Elementary School: Lead Teacher, Special Education, Substantially Separate Program - Bo

Lead Teacher, Special Education, Substantially Separate Program – KIPP Academy Boston Charter School

The Special Education Sub‑Separate Lead Teacher will instruct a small group of students in core content areas (Math, Reading, Humanities, and Science). The role blends classroom instruction, students’ IEP management, and collaboration with general‑education teachers, psychologists, and family partners to support the social‑emotional and academic growth of high‑need learners.

• Lead instruction in 1–4 content areas or IEP‑based instruction for a small group of students.
• Create daily, aligned lesson plans, unit plans, rubrics, and assessments.
• Modify standards and grading scales to meet students’ IEP goals.
• Set ambitious, measurable goals and leverage resources to achieve them.
• Deliver engaging, rigorous instruction that is accessible to all students.
• Infuse core values into daily lessons and school practices.
• Complete Functional Behavior Assessments with BCBA guidance as needed.
• Provide healing‑centered instruction and create a healing‑centered classroom culture.
• Collaborate with a psychologist to develop and facilitate trauma‑informed, social‑emotional, and life‑skills groups.
• Ensure all students feel affirmed, valued, and challenged every day.
• Execute MCAS Alternative Portfolio requirements for applicable students.

• Obtain the required MTEL and Special Education endorsements within the first year of employment (financial support is provided by KIPP MA). Preferred: obtain special‑education licensure sooner.
• Provide secondary support in content areas when not leading a classroom.
• Design, execute, and refine the vision for student culture in collaboration with school leaders.
• Continuously monitor student progress toward academic and social‑emotional functioning.
• Lead the 504 and IEP processes for all students in your classroom.
• Collaborate with counselors and other team members to create and implement Behavior Support Plans.
• Participate in school‑wide and individual professional development, including summer pre‑service training and weekly sessions during the academic year.
• Take ownership of your professional growth; meet regularly with a coach, implement feedback, and engage in co‑planning.
• Perform necessary support duties (coverage, bus, lunch, dismissal).
• Develop strong relationships with families through consistent phone calls, school events, and home visits.
• Foster a professional working atmosphere that is accountable, change‑oriented, and open to constructive feedback.
• Collaborate with grade‑level and content teams to tackle common challenges and implement grade‑wide systems.
• Collaborate with related service providers and general‑education teachers.
• Maintain dependable attendance according to the school calendar.

• Act with integrity, lead with humanity, and engage productively, embodying KIPP MA’s Code of Conduct.
• Participate in regional professional development and community events as required.
• Demonstrate data‑collection and data‑interpretation skills to evaluate, define problems, and make decisions in a timely manner.
• Possess self‑awareness, flexibility, and emotional intelligence for students with diverse needs.
• Use interpersonal and self‑management skills to support students’ behavioral and emotional needs and maintain a safe, inclusive environment.
• Communicate effectively in written, verbal, and virtual platforms with students, staff, families, and others.
• Move physically to perform duties effectively, including kneeling, walking, pushing, squatting, twisting, and reaching overhead.
• Strength sufficiency to lift or carry 20 pounds and restrain a student in an emergency.
• Manual dexterity to perform repetitive hand and wrist motions and operate office equipment.

• Deep alignment with KIPP MA’s mission and values.
• Demonstrated ability to drive student growth and create a warm, inclusive, rigorous learning environment.
• Passion for Special Education and Healing‑Centered Learning, and a commitment to professional learning.
• 2+ years of full‑time teaching experience (Special Education…