Special Education Teacher; SY

Special Education Teacher (SY )

• Full-time

The Phoenix Academy Network currently operates three high schools in Massachusetts—one in Chelsea, one in Lawrence, and one in Springfield—with plans to open additional schools in the coming years. The network operates both charter and traditional, in‑district schools, and is at the forefront of alternative education in the state.

Our mission is to challenge teenagers with an academically rigorous and individually tailored curriculum, enabling students who have struggled elsewhere to succeed academically and become economically secure adults.

Phoenix Charter Academy’s mission is to challenge young people in our area with an academically rigorous and individually tailored curriculum, supporting them to succeed in high school, college, and as self‑sufficient adults.

Phoenix teachers do more than simply deliver academic lessons; they serve as advisers and mentors, providing relentless support to scholars’ socio‑emotional needs while maintaining high expectations throughout their academic careers. They perform additional duties as necessary to promote equity for scholars and communities.

All staff seek—through formal and informal feedback—to dramatically improve their progress and that of our scholars.

• Unwavering Belief in Phoenix Scholars—staff believe all young people can succeed despite barriers.
• Ability to Put Scholars First—staff go above and beyond to ensure mastery of skills and positive self‑identity.
• Eager to Learn Under Pressure—staff learn as they go in a fast‑paced environment and apply feedback promptly.
• Humility—staff approach problem solving with curiosity and openness to learning from mistakes.
• Experience with Low Income Communities—staff have proven ability to work across cultures and serve low‑income communities.
• Ability to Find Inspiration In the Small Things—staff find humor, inspiration, success, and joy in daily interactions.
• Personal Commitment to Cultural Proficiency and Ongoing Development—staff continuously learn about diversity, equity, and inclusion.

• Teach 1–3 Academic Support classes as needed.
• Oversee teaching of Academic Support classes by Academic Support Specialists, manage curriculum, and supervise teaching methodologies.
• Create and directly oversee a vocational skills class that includes interpersonal skill practice, as regulated by IEPs.
• Coordinate all in‑class supports for scholars with IEPs; work with the PUFP manager to ensure push‑in supports in both long and short block courses.
• Train teachers and Fellows in August on modification of grades, summary reports of IEPs, differentiation, teacher accountability for IEP/504/IST processes, and proper/improper push‑in support.
• Educate staff on specific needs of each scholar on caseload, plan interventions, oversee implementation, and assist the principal in holding teachers accountable.
• Train Fellows on effective push‑in support methods; assist the Fellows manager in maintaining proper support; train teachers and Fellows as needed.
• Actively participate in data cycles to improve instruction and scholar learning.
• Participate in mid‑year and end‑of‑year formal evaluations with the Department Chair, Director of Curriculum and Instruction, and Head of School.

• Write all IEPs, 504s, attend meetings, and maintain records of all meetings and staff responsibilities.
• Track scholars on caseload throughout each quarter in terms of discipline and grades; maintain knowledge of failing grades, receive progress reports, and contact parents or adult supporters after each report.
• Observe each teacher quarterly to ensure…