Special Education Teacher

We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.Position:

• Special Education Teacher - RISE Program

Summary:RISE Academy- Reaching Independence through Supportive Education

• RISE Academy is New Bedford Public Schools elementary level Social/Emotional Program for students grade Pre-K to grade 5. RISE is a separate, highly specialized educational program within Pulaski Elementary School, New Bedford Public Schools performing arts magnet school. In addition to providing RISE students highly structured individualized special education services, our students participate in Pulaski Elementary Schools full range of specialists classes in art, gym, health, music, and dance.
• The guiding principle at RISE Academy is our belief that behavior is communication and there is no such thing as a bad child. We understand that RISE students often present with unmet needs, lagging skills, and misdirected energy. We choose to see the good in ALL our students by focusing on relationship building and the power of connection.
• At RISE our goal is for all our students to successfully return to their general education classroom within their neighborhood school
• A RISE Special Education Teacher is responsible for day-to-day management of the classroom and provision of instruction, including development and implementation of the Individual Education Plan (IEP) goals, assessment, and curriculum design.
• A RISE teacher is responsible for the supervision of classroom staff, ongoing parent contact, and collaboration with behavior support staff and community collateral contacts. RISE Academy is a highly specialized special education program that provides individualized services to students with social/emotional disabilities. These students can exhibit severe behavioral dysregulation and may require the use of Crisis Prevention Institute (CPI) supports to manage behaviors that place that student and/or others at risk. As a result, any teacher applying to the position must be willing to participate in ongoing CPI professional development.
• The Special Education Teacher is responsible for day to day management of the classroom and provision of instruction, including development and implementation of the Individual Education Plan (IEP) goals, assessment, and curriculum design. The teacher is also responsible for the supervision of classroom staff and ongoing parent contact. The teacher is expected to collaborate with general education/special education teachers to ensure student needs are met.

Responsibilities:

• Design and carryout developmentally appropriate motivating curriculum/programming as warranted by IEP goals/MA curriculum framework
• Develop data collection systems using curriculum based and school wide progress monitoring tools to monitor progress towards goals and standards
• Implement behavior and incentive plans and maintain data to support childrens behavior and social emotional needs.
• Guide classroom support staff in implementing activities that support childrens goals and other areas of need and in collecting data.
• Provide direct individual and/or group instruction through inclusion and/or resource models
• Provide trans-disciplinary programming through consultation with professional and therapeutic staff
• Conduct thorough educational evaluations, developmental assessments, and/or progress monitoring necessary for quarterly progress reports, annual assessment and re-evaluations
• When scheduled, prepare MCAS alternate assessment on students assigned
• Provide assistance in ADLs for students as necessary
• Implement social skills training approaches and programs
• Utilize various techniques to provide sensory diets for students
• Initiate and support the use of assistive technology to provide access to the curriculum and to support communication as necessary
• Support the transition of students within the classroom and building by using positive behavior supports, visuals, and developmentally appropriate interventions.
• Daily maintenance of supplies, equipment, and departmental space
• Organize daily schedule to meet caseload requirements and uses indirect time appropriately
• Consult with staff in other discipline areas to improve programming
• Facilitate ongoing parent communication and encourage family involvement
• With the guidance of the team facilitator or Supervisor and in collaboration with required team members, develop appropriate individual IEPs consistent with District expectations and all applicable laws and regulations
• Participation in ongoing professional development in the Special Education Department and in your school(s) to support the implementation of School and District initiatives and goals
• Other duties as outlined by the Special Education Director or Designee

Qualifications:

• Minimum of bachelors degree in special education or related field
• Certification as a Special Education teacher
• Knowledge in the area of developmental disabilities
• Familiar with special education assessment tools
• Knowledge of curriculum design and development
• Knowledge of MA Curriculum Frameworks and MCAS alternative assessments
• Knowledge of federal and state regulations governing the provision of Special Education and the Special Education process

Terms of Employment:

• Reports to: School Principal
• Rate: In accordance with the Unit A contract found here

The New Bedford Public Schools do not discriminate on account of age, race, color, sex, gender identity, gender expression, ancestry, religion, national origin, sexual orientation, military status, genetics, or disability that does not prohibit performance of essential job functions in employment for potential employees. New Bedford Public Schools encourages people with multilingual skills, particularly in Cape Verdean Creole, Portuguese and/or Spanish, to apply. Every available opportunity will be taken in order to assure that each applicant is selected on the basis of qualifications, merit and ability.