Special Education Teacher; FLARE Program), Salem High School, Salem Public Schools, Salem, MA

Special Education Teacher (FLARE Program), Salem High School, Salem Public Schools, Salem, MA [SY ]

Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do.

We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at https://salemk
12.org/.

• Work collaboratively in environments, including co‑teaching and intensive skills development
• Modify/adapt materials and instructional lessons to meet the specific needs of students
• Collaborate with school personnel, parents, and community agencies to improve the quality of student outcomes, develop solutions, plan curriculum, collect data and create Individual Education Programs (IEP) for students
• Analyze data to inform instruction and improve student performance
• Experience implementing reading comprehension programs
• Use innovative approaches and instructional strategies, including the effective use of technology, to increase student learning and confidence
• Prepare students for success
• Provide classroom staff with resources, tools, and modeling of techniques
• Present evidence of student progress toward goals and objectives through regular progress reports and team meetings
• Offer activities and instruction that will allow students of all levels to successfully engage in instruction using the Common Core standards as a framework

We are looking for candidates who have diverse backgrounds and experiences, are inspired by our mission and are highly motivated to change children’s lives through education. You’ll be right at home here if you are a reflective practitioner who values collaboration with colleagues and pushes yourself, your work and the people around you to the next level. We expect our SPS employees to:

• Hold a deep commitment to students and families and value diversity - The SPS community is vibrant, diverse in background, ethnicity, language, and perspective. You embrace and affirm the backgrounds of all members of the SPS community and view our diversity as a powerful resource that supports us each in learning and doing our best work.
• Hold high expectations for yourself, students, and colleagues – You see potential in all, especially our SPS students, and maintain high expectations for achievement, while providing the support necessary to meet that bar. You hold yourself to high expectations, modeling SPS values and seeking opportunities to continuously improve.
• Build authentic, caring relationships with colleagues, students, and families – You build strong relationships across students, families, and colleagues that are collaborative in nature and contribute to the individual and collective success of SPS. You partner with families and colleagues to make decisions in the best interest of students and learning.
• Embrace feedback – You are a reflective practitioner who learns from mistakes and challenges and uses them as opportunities for professional development. You model persistence and growth mindset and thrive in a culture of feedback.

• Bachelor’s Degree (required);
  Master’s Degree preferred
• Massachusetts teaching certification/licensure in Special Education (preferred)
• Sheltered English Immersion (SEI) Endorsement (Required within 1‑year of start date)
• Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice
• Ability to write an effective IEPs with SMART goals, functional Transition Plans and sensible accommodations, using district software
• Ability to administer, interpret, and report findings from standardized and…