Grade 6 Special Education Teacher

POSITION OPEN:
Elementary Special Education Teacher Grade 6 for the  school year.

Under the direction of the School Principal and the Director of Student Support Services, the special education teacher assesses, plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aids, accommodations, and other needed support.

• Excellent integrity, good moral character, initiative, ethics, reliability.
• Knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, elementary/early childhood assessments in mathematics and literacy, and research related to learning and best practices.
• Enthusiastic personality with interpersonal skills to relate well with students, staff, administration, parents, and the community.
• Ability to use electronic equipment for word processing, data management, information retrieval, visual and audio presentations, and telecommunications.
• Knowledge of all required components of the Individualized Education Program (IEP).
• Sheltered English Immersion Endorsement for Educators (SEI).
• Preference for individuals trained in specific reading interventions such as Wilson, Orton-Gillingham, Corrective Reading, Reading Mastery, Reading Recovery, Phono Graphix, or Lindamood-Bell.
• Proficiency with G‑Suite for Education.
• Current Massachusetts Teaching License in Moderate Disabilities K-8.
• MA DESE certification Teacher of Moderate Disabilities, K-8.
• Three years’ classroom experience and experience with students on behavior plans preferred.
• Valid driver’s license.

The successful candidate will demonstrate knowledge of the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities; MA content curriculum frameworks and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders;

and Union #73/Ralph

C. Mahar Regional policies and effective instructional practices.

• Provide positive behavioral support to students in a group and in an individual setting.
• Apply knowledge of federal, state, and local mandates governing the determination and delivery of special education services.
• Complete observations and reports pertaining to learning behaviors of students.
• Work effectively with administrators, colleagues, central office and school‑based staff, students, parents and community members.
• Provide direct and indirect instructional support in a positive environment.
• Employ special educational strategies and techniques to improve sensory‑ and perceptual‑motor skills, language, cognition, and memory.
• Instruct students in academic subjects using phonetics, multi‑sensory learning, and repetition.
• Teach socially acceptable behavior as determined by the students’ IEPs using a positive behavioral support system.
• Collect and analyze data to determine current levels of performance.
• Modify the general education curriculum based on instructional techniques and technologies.
• Plan and conduct activities that provide opportunities to observe, question, and investigate.
• Establish and enforce rules for behavior and procedures for a conducive learning environment.
• Meet with parents to discuss progress and determine priorities.
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs.
• Maintain accurate records and prepare required reports.
• Communicate clear objectives for lessons, units, and projects.
• Develop plans for effective communication, monitoring, and follow‑up of students in inclusive settings.
• Provide…