SY Special Education Teacher - Guided Learning Program

The Special Education Teacher-Guided Learning Program is responsible for delivering a high-quality instructional experience consistent with the curriculum standards of the school district.

The Guided Learning Program is a substantially separate program for students diagnosed with Intellectual Impairment. The Guided Learning Program is designed to provide services for a small group of students who have a wide range of developmental needs across multiple grade levels.

Essential duties for all faculty members include classroom instruction; conferences with students, parents, and colleagues; and active participation in the work of the department on curriculum development, activities, and pedagogy.

• Bachelor's Degree from an accredited college or university;
  Master’s Degree preferred
• Massachusetts Department of Elementary and Secondary Education license in:
• Teacher of Students with Moderate Disabilities, ALL levels OR
• Teacher of Students with Severe Disabilities, ALL levels
• SEI Endorsement
• Autism Endorsement-preferred
• Knowledge of current education legislation/regulations;
• Ability to work effectively with teachers, support staff, and parents and advocate for children to problem-solve;
• Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders
• Belief in the commitment to increasing personal growth, both academic and social-emotional, to obtain the highest level of achievement for every student;
• Belief in the commitment to the promotion of equity and appreciation of diversity to ensure equitable opportunities for student learning, including, the implementation of specific strategies for students with special needs, 504 plans, and/or English learners (EL).

The Special Education Teacher-Guided Learning Program will:

• Provide instruction of grade level core instructional materials modified to each student's instructional level in alignment with the Massachusetts Curriculum Frameworks and supplemental instruction following the Massachusetts Curriculum Resource Guide and each student's individualized education plan (IEP);
• Develop reasonable rules of classroom behavior and procedures, maintaining order in the classroom in a fair and just manner. Monitor and supervise students, through effective classroom management and follow school-level tiered supports for social/emotional learning;
• Implement individualized student reinforcement and behavioral plan as developed in alignment with the professional team;
• Coordinate with related service providers (OT, SLP, PT, and BCBA) to integrate all aspects of the related services recommendations into the individualized student plans;
• Coordinate with home service providers or agencies;
• Provide regular daily communication with paraprofessionals about instructional plans, schedules, and expectations for student support;
• Participate in professional meetings that assist in identifying best practices and continued growth for academic, social/emotional, and daily living skills;
• Create opportunities for students to practice developmentally appropriate daily living activities to promote independence;
• Communicate classroom supports and needs such as curriculum and supply needs to school and district-level special education leadership;
• Develop Alternative MCAS Assessment as dictated by student IEP;
• Write student IEP progress reports and goals;
• Administer formal and informal assessments as required;
• Differentiate instruction and provide appropriate opportunities for learning using the response to intervention (RTI) framework;
• Meet and instruct assigned students in the locations and at the time designated;
• Guide the learning process toward the achievement of curriculum standards and establish clear objectives that reflect these standards for all lessons, units, and projects;
• Implement the district's mission, philosophy of education, and instructional standards and objectives;
• Document the progress and/or concerns of students and seek the assistance of additional district specialists as required;
• Promote high standards and expectations for student achievement;
• Use innovative approaches, and instructional strategies…