Teacher

5 days ago

Tempe, United States Arizona Spellers' Academy Full time

Arizona Spellers’ Academy - Teacher

**Definitions**
- Spellers: Spellers are intelligent and capable individuals who do not use speech primarily to communicate. Spellers may be nonspeaking (no speech), mínimally speaking (little speech) or unreliably speaking (some speech but their words do not always accurately communicate the individual’s thoughts). For more on who spellers are, please watch the free documentary, Spellers:.
- Spelling: Spelling refers to a method of communication that involves pointing to letters on a letter board or using a keyboard to express thoughts and ideas. Spelling does not refer to teaching individuals how words are spelled (as one might in preparation for a spelling bee).
- Neurodiverse: displaying or characterized by autistic or other neurologically atypical patterns of thought or behavior; not neurotypical.

**Education and Experience**
- A bachelor's degree or higher from an accredited institution is required.
- Relevant teaching experience or professional experience working with neurodivergent children is preferred.
- Teaching certification is not required but preferred.
- Teacher salary will range from $50,000 to $58,000, with benefits.
- This position is full time.
- AZSA offers an extremely unique educational approach as one of only a handful of schools in the nation providing an environment where spellers are treated with a presumption of competence that allows them to express their intellect on or above grade level.
- AZSA offers a full training experience including observations of spelling sessions, training sessions (live and virtual), and professional development prior to and throughout the school year. Training topics will include:

- School values and principles
- Regulation strategies
- Letterboard skills
- Body coaching
- Presuming competence
- Apraxia and the brain body disconnect
- Sensory and motor differences
- Cognitive and motor demands
- Nonspeakers, unreliable speakers, mínimal speakers
- Influence
- Ethical practices
- You will be working with a neurodiverse population (children with an autism diagnosis or students with similar motor/sensory differences), providing instructional and regulation support for a small group of students (no more than 5, depending on the class).
- Teachers will be provided with curriculum and adapt the curriculum for spellers (training provided).
- Teachers provide instruction in reading, grammar, mathematics, social studies and science.
- Teachers are not required to be an expert in any particular instructional area.
- Regulation support includes high cognitive challenge, purposeful movement, body coaching, changes in environment, and a number of other strategies (training provided).
- Classes are divided into grade level groupings:

- Elementary
- Middle School
- The instructional week is Monday through Thursday, with professional development, training, and/or occasional Fun Fridays or field trips (with students) on Fridays.
- The school hours for teachers will be 8:00am to 3:30pm Monday through Thursday, 8am to 12pm on Fridays (some of which may be virtual).
- The school calendar is a year round schedule. Students have a minimum of 180 instructional days, with a week off for fall break, 2 weeks off for winter break, a week off for spring break, and 3 weeks off for summer break.
- Most national holidays are off for students, teachers, and teacher assistants.
- Planning periods, meetings, training, and professional development may take place after school each day, on Fridays, and on inservice (teachers working but students off) days throughout the year.
- Teachers will also be expected to connect with parents consistently during planning periods after school or on Fridays.

**General Purpose**
- To collaborate with other teachers, teacher assistants, and professionals in planning, creating, and implementing an inclusive and age-appropriate instructional program and a unique learning environment where spellers’ learning and regulation needs are accepted.
- To guide and encourage spellers to develop and fulfill their academic potential.

**Teacher Expectations**
- Presume competence in every student, treating each speller with respect and with the understanding that each student can and wants to learn, even if they can’t yet demonstrate what they know yet
- Collaborate with administrators, occupational therapists, speech therapists, parents, and other outside service providers regarding the educational, social, emotional, and physical needs and goals of each student
- Develop lessons from curriculum and various instructional materials with content that is grade level or above and corresponding questions for grade level groups
- Provide instruction and adapt teaching methods and materials to meet the needs of students
- Provide support for students with motor differences using a variety of regulation strategies (training provided)
- Create a safe, respectful, active, and inclusive classroom environment
- Maintain posit

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