Elementary Special Education Teacher Self-Contained Classroom; SY

Capital City is looking for innovative, experienced, and passionate staff members for the school year .

A Self-Contained Special Education Teacher is responsible for delivering instruction to identified students in special populations (English Learners (ELs) and students with Individualized Education Plans (IEPs)) while supporting differentiation for all students using the principles of Universal Design for Learning (UDL). This job description is meant to provide structure to the responsibilities and accountability of this position. There may be additional responsibilities that are undertaken or that are assigned as needs of students and or the school arise.

Inclusion teachers report to the campus Principal.

This is a 10-month position which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act.

• Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another.
• Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture.
• Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them.
• Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches.

• Implement the principles and components of Expeditionary Learning, Responsive Classroom/Developmental Designs and Universal Design for Learning (UDL). Teachers at Capital City are expected to commit to learning these models.
• Provide specialized instruction so that students with disabilities (SWD) meet the goals specified in their IEPs.
• Develop engaging curriculum in partnership with general education teachers.
  
  Curriculum should be designed to teach grade level standards and skills and have multiple entry points for students. Implement best practices to ensure that English Learners (ELs) make progress in language domains.
• Apply research-based strategies to meet the needs of SWD and ELs. Seek additional materials and resources as needed. It also requires implementing Universal Design for Learning (UDL) and Explicit Instruction (High Leverage Practice (HLP) #16) to address the learning needs of students in special populations. It may also require researching and obtaining additional instructional materials and resources.
• Work with your teaching team to plan and implement learning expeditions ensuring that content, fieldwork and projects are accessible to all students.
• Lead the development of a successful inclusion environment in your classroom by facilitating clear planning around student needs and learning goals, specialized instruction, and classroom structures that support student success.
• Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality.
• Work with your teaching teamto plan exhibitions of student work at least two times per year to give students an opportunity to share their learning with an audience of parents, caregivers, other students, and community members. Provide necessary accommodations to ensure that all students can be successful.

• Conduct assessments to track student progress towards IEP goals at regular intervals. Initial assessments will be completed in September and October, interim assessments conducted in January, and end of year assessment will be conducted in May and June.
• Administer the Scholastic Reading Inventory (SRI) assessment or other designated assessment to students in both fall and spring. Results should be documented in students’ present levels of academic…