Special Education Teacher - Bridge Program, Post-, Salem High School SY

Special Education Teacher - Bridge Program, 18-22 Post-High, Salem High School[SY ]

About Salem Public Schools,
where belonging leads to opportunity.

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 across our 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.

Over the next three years ), we are committed to the work outlined by the four core priorities in our strategic plan:
1) Elevate Learning;
2) Empower Educators;
3) Center Belonging; and
4) Strengthen Our Foundation. 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. Applicants who have experience working in urban schools and settings and are bilingual are strongly encouraged to apply.

The Bridge Special Education Teacher is a vital member of a collaborative team at Salem High School. This team is focused on providing students with an authentic school-to-adulthood experience that is directly aligned with each student's vision and abilities. This role involves teaching students in a substantially separate transition program for those aged 18-22, within an inclusive school and community setting, with instruction and service delivery dictated by their IEPs.

The Special Education Teacher collaborates and consults with a team that includes a Transition Coordinator, Assistive Technology Specialist, paraprofessionals, a Behavior Specialist, BCBA, and other support specialists to ensure every student receives a fully accessible learning experience.

The program has access to on-site vocational and ADL skills spaces. Students have opportunities for supported work and recreation experiences within the school building and community, including a student café, a teaching apartment, a school store, an independent leisure space, and a kitchen. These resources facilitate functional skill development in a supportive environment.

The teacher will assume oversight of programming for students and is responsible for aspects of student planning and progress monitoring:

• Provide specialized instruction that enables all students to successfully engage in the community, including Activities of Daily Living (ADL), work exploration, and transition to adult skills.
• Assure that documented accommodations are delivered with consistency.
• Transition students in/out of activities.
• Evaluate students' abilities in basic academics and social development using formal and informal measures.
• Use innovative approaches and instructional strategies to support students in their vision for transition to adulthood.
• Develop and implement IEPs and behavioral interventions.
• Demonstrate ability to write an effective IEP with SMART goals and sensible accommodations, and generate progress reports using IEP software.
• Demonstrate ability to administer, interpret, and report findings from standardized evaluations.
• Present evidence of student progress toward goals and objectives in a professional manner during special education meetings.
• Work with the classroom support team and services staff to develop data-taking routines and monitor student progress.

The role requires consistent collaboration to ensure student success:

• Work collaboratively across school and community settings, with parents, and various community agencies to improve the quality of student outcomes.
• Provide clear and consistent parent communication.
• Work with paraprofessional staff to ensure a consistent, high-quality program for students.
• Participate in professional learning communities and job-alike sessions.
• Perform additional duties as appropriate, assigned by the building Principal, Special Education Supervisor, or Executive Director of Special Education.

• Bachelor’s Degree (required);
  Master’s Degree preferred
• Massachusetts teaching certification/licensure in special education is preferred but will support candidates coming from a related background.
• Sheltered English Immersion (SEI) Endorsement (Required within 1-year of start date)
• Ability to meet the…