Preschool Inclusion Teacher CPPI Itinerant Team

Preschool Inclusion Teacher for the CPPI Itinerant Team

Lynn is a vibrant, seaside urban community located just north of Boston. The city is known for its contemporary public art, historic architecture, thriving downtown cultural district, and abundant public parks, including the scenic Lynn Shore Reservation and the expansive Lynn Woods Reservation. Reflecting the city's international character, Lynn Public Schools is a linguistically and culturally rich community, with 60% of our students speaking two or more languages.

Lynn Public Schools proudly serves approximately 17,000 students across 29 school sites within a diverse and dynamic educational landscape. Our district includes:

• 1 Early Childhood Center
• 17 Elementary Schools
• 1 Public Separate Day School
• 3 Middle Schools
• 2 Comprehensive High Schools
• 1 Vocational High School
• 1 Early College High School
• 1 STEAM Academy (Grades 6-12)
• 1 Alternative Education Academy (Grades 9-12)
• 1 TOGETHER Educating and Advancing Multi-Disabled Students Academy (PreK-12)

Drawing upon the strength of our community, our families, our students, and our partners, we commit to fulfilling the intellectual, physical, and social-emotional potential of all our students. We work together so our students learn to thrive, advance, and impact the greater community and the world.

LPS is committed to our Core Values:
Inclusiveness, Shared Responsibility, Collaborative Relationships, High Expectations, Inspiring and Life-Long Learning. Lynn Public Schools is dedicated to the goal of strengthening an environment and school culture that honors and celebrates diversity and responds effectively to the social-emotional experiences of every student and family.

Bachelor's Degree required;
Master's Degree preferred

Valid license from the Massachusetts Department of Elementary and Secondary Education in Moderate Disabilities, PreK - 2, PreK- 8.

SEI Endorsement

Additional content area licensure is encouraged

An understanding of the concepts of institutional and structural racism, and bias, and their impact on underserved and underrepresented communities

Knowledge of current education legislation/regulations from DESE and EEC

Ability to work effectively with teachers, support staff, and parents and advocate for children in order to effectively problem solve?

Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders?

Experience in an urban district/setting preferred?

Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice?

Experience working with Emotionally Impaired/Intellectually impaired students highly desirable. Willingness to attend "Positive Behavior Strategies for Emotionally Impaired Students".

This team-teaching position is part of the Commonwealth Preschool Partnership Initiative (CPPI) grant and works collaboratively with a team of dedicated service providers and educators committed to fostering inclusive practices and equitable opportunities for young children in early childhood settings throughout Lynn. The goals of the grant include expanding access to high-quality preschool programs, strengthening locally aligned quality systems, and promoting equitable access to special education and inclusive practices.

This position is contingent upon grant funding and is funded through the Department of Early Education and Care (EEC). The role requires travel to multiple locations, including community-based preschools and the LPS Early Childhood Center, and may include non-traditional work hours. Applicants are also required to complete additional background checks.

Responsible for effective planning and assessment of curriculum and instruction.

Meets and instructs assigned students in the locations and at the time designated.

Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.

Responsible for effective instruction and culturally responsive teaching which includes making learning goals clear to the students, using appropriate instructional and questioning techniques.

Provide small-group instruction to students diagnosed with moderate to severe…