Special Education; SPED English Push-In Teacher; SY

Special Education (SPED) English Push-In Teacher (25-26 SY)

Join to apply for the Special Education (SPED) English Push-In Teacher (25-26 SY) role at Jefferson RISE Charter School.

Jefferson RISE Charter School, founded by seven community members in 2014, will serve just under 800 students in grades 6-12 for the  school year. Located in Harvey, Louisiana, the school caters to a diverse student body from the Westbank of Jefferson Parish, consisting of 59% Black/African American, 24% White, 15% Hispanic, and 2% Asian students, with 87% qualifying as economically disadvantaged.

• State recognized our school as Top Gains Badge Recipient (23-24 SY)
• Graduation Rate A (22-23 SY, 23-24 SY)
• Strength of Diploma A (23-24 SY)
• Progress Rating A (23-24 SY)
• #6 for SPS Growth in Louisiana (22-23 SY)
• Achieved a School Performance Score (SPS) increase of over 17 points, resulting in a “B” rating for the high school and a “C” rating for the middle school (22-23 SY)

At Jefferson RISE Charter School, we are seeking an experienced, results-driven Special Education (SPED) Push-In Teacher who believes that every student can learn and is committed to ensuring students with disabilities thrive in the general education setting. The ideal candidate has a deep understanding of specially designed instruction, accommodations/modifications, and collaborates effectively with general education teachers to support access to rigorous, Tier 1 curriculum.

Our SPED Push-In Teachers work directly within general education classrooms to support students with Individualized Education Programs (IEPs), ensuring they meet their academic and social-emotional goals. The right candidate is flexible, proactive, and deeply committed to equity—creating inclusive environments where students feel supported, challenged, and empowered.

• Deliver Targeted, Inclusive Instruction
• Provide in‑class support to students with IEPs, ensuring access to grade‑level content through accommodations, modifications, and scaffolds.
• Collaborate with general education teachers to co‑plan and co‑teach lessons that meet diverse learning needs.
• Implement research‑based interventions tailored to individual student needs while maintaining high expectations.
• Support students in developing executive functioning, self‑advocacy, and independent learning skills.
• Use Data to Drive Student Growth:
  Collect and analyze progress monitoring data aligned to IEP goals and use findings to inform instructional decisions.
• Collaborate with the SPED team and general education staff to adjust supports based on student progress and needs.
• Participate in IEP meetings, providing clear data and actionable input regarding student progress and next steps.
• Foster a Positive, Supportive, and Inclusive Classroom Culture:
  Model and reinforce Jefferson RISE’s behavioral expectations of being safe, respectful, and responsible.
• Proactively address behavioral and academic challenges using positive interventions and supports.
• Build strong, trusting relationships with students, encouraging confidence, resilience, and independence.
• Collaborate and Communicate Effectively:
  Work closely with general education teachers, related service providers, and families to ensure alignment of supports.
• Communicate regularly with parents/guardians regarding student progress and strategies for success.
• Actively participate in professional development, coaching, and team meetings to continuously improve practice.
• Ensure Compliance and Maintain Accurate Documentation:
  Maintain accurate and up‑to‑date records of IEP implementation, accommodations, progress monitoring, and service minutes.
• Complete all required compliance tasks and documentation in a timely manner.
• Uphold confidentiality and adhere to all federal, state, and school‑level SPED requirements.

• Bachelor’s degree required.
• Special Education certification (preferred) or eligibility for certification.

• Experience supporting students with disabilities in a general education setting.
• Knowledge of IEP process, accommodations/modifications, and progress…