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Medically Fragile Classroom Special Education Teacher
2 months ago
Southbridge Public Schools is a dynamic and forward-thinking educational institution serving approximately 2,200 students in six schools. The district is currently undergoing a comprehensive transformation, with the support of the Massachusetts Department of Elementary and Secondary Education. This presents unique opportunities for teachers and students alike. One notable example is a recently announced, long-term partnership with the University of Connecticut to develop Southbridge Schools into a national demonstration site for successful implementation of Positive Behavioral Interventions and Supports (PBIS) strategies. Additionally, our district has received a number of significant grants, enabling us to creatively redesign our Secondary School program, enhance curriculum, improve culture and climate, and provide afterschool opportunities for students. If you are passionate about improving the educational experience for students and committed to social justice, Southbridge Public Schools welcomes you.
Job SummaryWe are seeking a highly skilled and dedicated Special Education Teacher to join our team. The successful candidate will be responsible for implementing and adapting direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, and assistive/educational technology in the classroom. The ideal candidate will have experience working with students with moderate to severe needs and possess a strong commitment to providing high-quality educational services.
Key Responsibilities- Develop and implement individualized education plans (IEPs) that meet the unique needs of students with moderate to severe disabilities.
- Collaborate with grade-level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.
- Implement research-based strategies to ensure the transition and generalization of students' academic and social goals within the regular education environment and throughout the school.
- Assess student progress towards objectives, expectations, and/or goals, providing feedback to students, parents, and administration.
- Serve as the primary contact person for designated caseload, including completion of all associated paperwork, management of the IEP process, and maintenance of communication between teachers, specialists, families, and outside providers.
- Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school.
- Use a multi-disciplinary approach to gather various sources of information for progress monitoring, implementing data-based decision-making practices to guide instruction and lesson planning.
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
- Guide the learning process toward the achievement of established district curriculum goals, establishing and communicating clear objectives to students for all lessons, units, and projects.
- Prepare for classes assigned, showing written evidence of preparation upon request of the immediate supervisor.
- Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs of capabilities of the individuals or student groups involved.
- Strive to implement the district's philosophy of education, instructional goals, and objectives, and performance expectations.
- Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
- Diagnose the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.
- Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
- Follow the Southbridge Public Schools code of conduct for the classroom, consistent with established administrative policies, and develop rules of classroom behavior that are enforced in a fair and just manner.
- Plan and supervise assignments for paraprofessionals, making written evaluations as required.
- Maintain an ongoing program of professional growth that satisfies district requirements and personal expectations as a professional.
- Participate in the contractually-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.
- Attend building and district meetings to promote communication and mutual decision-making among staff.
- Attend established traditional school-sponsored activities, as agreed upon by the building administrator and faculty.
- Contribute to decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.
- Strive to maintain and improve professional competence.
- Provide supervision to assigned paraprofessionals.
- Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.
- Consult with staff and administration on instructional/student issues as an active, participatory team member.
- Education: Bachelor's degree or higher from an accredited institution.
- Hold a valid Massachusetts Teaching License in Teacher of Students with Moderate Disabilities, PreK-8 or Teacher of Students with Severe Disabilities, All Levels.
- Hold a valid Massachusetts SEI Endorsement or Grade-level appropriate ESL License.
- Meet all state and federal guidelines to be fully licensed and Highly Qualified.
- Current authorization to work in the United States.
- Experience in urban, high-poverty, and/or turnaround schools.
- Major/minor in specific teaching content area.
- Additional certification in Teacher of English Language Learners (ESL).
- Demonstrated experience in English Language Development (ELD) and Sheltered English Immersion (SEI) strategies.
- Bilingual language proficiency (Spanish/English).
- Knowledge and/or experience with students with moderate to severe needs.
