Special Education Teacher Moderate Disabilities K-8; Anticipated

Position: Special Education Teacher Moderate Disabilities K-8 (Anticipated)
Haverhill public schools

Haverhill, massachusetts 01830

Anticipated opening

Announcement of position

Haverhill public schools is a diverse environment and is proud to be an equal opportunity employer. All qualified candidates will receive consideration

Title of position: moderate disabilities teacher

Bartlett school and assessment ctr

Bilingual preferred

Work year: august-june

Effective date

Of employment:

Salary: in accordance with the teachers' salary scale

According to education and experience.

$53,753 to $102,987

Organizational relationship

Or line of authority:

Directly responsible to the executive director of student support services in all areas of special education and to the principal in all matters pertaining to the building.

Statement of duties:

* provides direct services for children in integrated and pullout settings as determined by iep's.

* develops modifications to assist students in the regular classrooms.

* participates as a member of the evaluation team when appropriate.

* evaluates children who have been referred, developing appropriate reports and iep's as required.

* trains classroom educational support personnel as necessary.

* coordinate and arrange team meeting process if requested.

* works cooperatively with other personnel and parents.

Curriculum and planning:

* possesses sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

* possesses knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.

* ability to design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

* ability to design well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Assessment:

* ability to design and administer a variety of informal and formal methods and assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.

* ability to design and analyze results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Analysis:

* individually and with colleagues, draw appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.

* regularly share with appropriate colleagues (e.g., general education, special education, and english learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning.

* based on assessment results, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.

Instruction:

* consistently define high expectations for the quality of student work and the perseverance and effort required to produce it; often provide exemplars, rubrics, and guided practice.

* ability to consistently use instructional practices that are likely to motivate and engage most students during the lesson.

* use appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and english learners.

Learning environment:

* use rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

* develop students' interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.

* consistently create learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.

Cultural proficiency:

* consistently use strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.

* anticipate and respond appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.

Expectations:

* clearly communicate and consistently enforce specific standards for student work, effort, and behavior.

* effectively model and reinforce ways that students can master…