Special Education Teacher

Overview

EMPLOYMENT OPPORTUNITY – ELEMENTARY SPECIAL EDUCATION TEACHER

About New Beginnings Family Academy

Opened in September 2002 offering grades K-3, New Beginnings Family Academy ("NBFA") offers active and engaging learning experiences from Pre-K through 6th grade. NBFA is a tuition-free, public charter school proudly distinguished by:

• Social, emotional and academic learning steeped in child development best practices
• An emotionally responsive model that weaves trauma-informed practice into every classroom
• Parental involvement, in and outside of the classroom

NBFA is located at 184 Garden Street, Bridgeport, CT. NBFA is an equal opportunity employer that values a diverse workplace. NBFA respects, values, and celebrates the unique attributes of all stakeholders: employees, students, families, and members of its’ Board of Directors.

Mission-Driven Culture

NBFA employees thrive in a collaborative environment of thoughtful self-reflective professionals on a mission to change the life outcomes of Bridgeport youth by narrowing the nefarious achievement gap. Our mission is to provide students a meaningful, high-quality education through experience-based learning to develop essential social, emotional, and critical-thinking skills to give all children the foundation to achieve their potential.

The NBFA Special Education Teacher must be committed to and advocate for NBFA’s mission. The Special Education Teacher is responsible for delivering developmentally appropriate, challenging and engaging instruction in the content area(s) consistent with his/her certification while developing meaningful relationships with students that foster a love of learning. The Special Education Teacher must build and maintain open lines of communication with families to encourage parents/guardians to become education advocates for their children.

The Special Education Teacher must comply with state and federal education laws and regulations at all times.

• Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences
• Identify, select, and modify instructional resources to meet the needs of students with varying backgrounds, learning styles and special needs
• Work collaboratively with all Teachers and Interventionists to ensure that children meet IEP goals
• Continual use of data to inform instructional decisions
• Prepare and submit developmentally appropriate, on-time lesson plans for daily activities
• Provide a structured positive classroom that encourages students to think critically throughout the learning process
• Maintain effective and efficient record keeping procedures
• Communicate effectively and regularly, orally and in writing, with students and parents
• Collaborate with peers to enhance the instructional environment school-wide
• Participate in school-wide and grade level data teams and Professional Learning Communities to share best practices and help improve overall school performance
• Ensure that student growth is continuous and appropriate for age group, subject area, and/or program classification
• Establish and maintain cooperative and respectful working relationships with students, parents and other school personnel
• Assume responsibility for meeting school-wide student performance goals
• Satisfy professional obligations through efficient work habits such as meeting deadlines, honoring schedules, attending grade level meetings, performing duties
• Model professional and ethical standards when dealing with students, parents, peers and leaders

• Current State of Connecticut Teacher Certification 051, 053, 065, 165, or 265
• Bachelor’s Degree in Early Childhood Education, Elementary Education or Special Education;
  Master’s Degree preferred
• Aspire to master his/her content area or subject matter and be willing and able to receive constructive criticism to achieve that goal
• Be willing and able to offer constructive feedback to assist colleagues
• Understand that all work responsibilities are subject to performance goals and/or targets established as part of the Board’s and school’s organizational planning
• Fervently…