Anticipated - Elementary Special Education; Inclusion Grades K-5

Anticipated Opening - Elementary Special Education (Inclusion) Grades K-5

Elementary Special Education teachers are responsible for utilizing research-based pedagogical strategies to teach and engage diverse groups of Special Education Students in grade K-5. Elementary Special Education Teachers must work collaboratively with the Special Education leadership and support staff throughout the year to continually improve the experience and performance of our students. Teachers should be well versed in providing accommodations for students whose IEPs dictate inclusion services in several content area settings.

Teachers should also be well versed in Sheltered English Instruction (SEI) practices to support English Learners on IEPs. Teachers should have experience and/or training in implementing phonics instruction and assessments. Teachers must exercise culturally responsive practices to promote equity and respect for all students. Elementary Special Education Teachers must thoroughly understand and be able to support the evaluation and creation of IEP processes for students in elementary grades.

Required Education/

Experience:

* A Bachelor's degree in Education from an accredited institution in Special Education or related field

* Massachusetts Department of Elementary and Secondary Education Certification as a PreK-8 Moderate Special Needs Teacher

* SEI Endorsement

Preferred Education/

Experience:

* Master's Degree in Education and/or Special Education

* 3 or more years of teaching experience

* Dual Licensure in Special Education and/or English as a Second Language

* Experience working in an urban public school setting

* Coursework in literacy instruction and/or Applied Linguistics

* Experience working with students with disabilities and multilingual learners preferred.

* Proficiency in reading, writing, and speaking in another language in addition to English.

Essential Duties:

* Plan for several models of inclusion, including co-teaching, push-in support, and standalone instruction.

* Plan and facilitate lessons aligned with Massachusetts Curriculum Frameworks for Math, ELA, Social Studies, and Science and district-provided curriculums that are also consistent with students' goals on their IEPs.

* Use the district's available technology and virtual curricula to create engaging lessons and supports linked with 21st-century skills.

* Manage classroom behavior with Positive Behavior Intervention Strategies that motivate students, limit disruptions, and create a sense of belonging.

* Incorporate social-emotional learning standards and curriculum that promote a sense of belonging, inclusion, self-confidence, team-building, and informed decision-making.

* Utilize inclusive practices and SEI strategies for multilingual learners.

* Using evidence-based, culturally and linguistically sustaining instructional practices to provide equitable opportunities for grade-level learning.

* Collaborate and co-plan with grade level content teachers and ESL teachers to provide the highest quality instruction and support for Special Education Students.

* Incorporate language activities that align with the WIDA Standards into content instruction, including listening, speaking, reading, and writing, to meet the needs of multilingual learners.

* Administer assessments and utilize available data to make instructional decisions that target students' academic and linguistics needs, including MCAS and ACCESS, as well as DIBELs and other literacy and math formative and summative assessments.

* Proctor assessments for students on exams, including MCAS and ACCESS.

* Creates and maintains a safe, supportive, and inclusive environment by establishing classroom routines and systems to support student learning.

* Communicate with students' families regularly using culturally responsive strategies that promote two-way conversations.

* Employ a strong growth mindset and participate in professional development relevant to urban education's challenges to close opportunity gaps.

* Collaborate with school adjustment and guidance counselors to support students' social, emotional, and mental health needs.

* Collaborate with special education leadership and teacher colleagues to review IEPs and ensure all accommodations are consistently and adequately delivered.

* Complete IEP reporting, progress reports, and necessary paperwork as required by the Massachusetts Department of Elementary and Secondary Education for students receiving Special Education services.

* Help develop, revise, and track progress towards IEP goals for Special Education Students throughout the year.

* Plan for and participate in IEP meetings throughout the year for caseload students and families.

* Contribute to school-wide initiatives and events, as assigned by the school Principal and/or Assistant Principal.

Salary:

Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement.

-SY 26-27 Pay Range - $65,178-$125,654.

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