Early Childhood Substantially Separate Teacher

Early Childhood Substantially Separate Teacher

Join to apply for the Early Childhood Substantially Separate Teacher role at Dedham Public Schools.

5 days ago – Be among the first 25 applicants.

• Degree in Early Childhood/Elementary Education, DESE license in Early Childhood PreK-2 and Special Education PreK-8.
• Experience with neurodiverse children and students with ASD.
• Experience with developing and facilitating individual programs, discrete trial instruction, communication devices, and data collection and analysis.
• Knowledge of current Massachusetts Frameworks expectations for Reading and Writing across the curriculum.
• Deep understanding of scientifically based reading research and evidence-based practices for teaching PreK and Kindergarten literacy and math.
• Knowledge of PBIS and Massachusetts Social Emotional Learning and Approaches to Play and Learning Standards.
• Familiar with MA DESE PreK Science and Social Studies Curriculum Standards.
• Has experience managing multiple para-professionals and support staff.
• Excellent communication skills.
• SEI endorsement.
• Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check.

Reports to:

Building Principal

• Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.
• Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
• Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
• Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
• Plans lessons with clear objectives and relevant measurable outcomes.
• Draws on resources from colleagues, families, and the community to enhance learning.
• Incorporates appropriate technology and media in lesson planning.
• Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.
• Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

• Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.
• Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
• Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
• Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
• Plans lessons with clear objectives and relevant measurable outcomes.
• Draws on resources from colleagues, families, and the community to enhance learning.
• Incorporates appropriate technology and media in lesson planning.
• Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

• Communicates high standards and expectations when beginning the lesson.
• Makes learning objectives clear to students.
• Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids.
• Uses engaging ways to begin a new unit of study or lesson.
• Builds on students' prior knowledge and experience.
• Uses a balanced approach to teaching skills and concepts of early childhood reading and writing.
• Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects.
• Demonstrates an adequate knowledge of and approach to the academic content of lessons.
• Employs a variety of reading and writing strategies for addressing learning objectives.
• Uses questioning to stimulate thinking and encourages all students to respond.
• Uses instructional technology appropriately.
• Uses effective strategies and techniques for making content accessible to English language learners.
• Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for…