Special Education Teacher

POSITION SUMMARY

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To provide direct instruction to students in special education programs in order to deliver Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the opportunity gap among subgroups within the schools.

The Autism Spectrum Disorder (ASD) program serves students on the Autism Spectrum who require more intensive social-pragmatic, academic, and behavioral support. The Program provides intensive behavioral training through ABA, discrete trial training, task analysis, floor time, and total communication techniques in order to develop social skills and academic readiness skills. The Program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.

OUR MISSION :

Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work: Through a comprehensive education, we aim to create and empower free-thinking, responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thought, learners, cultures, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community.

Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed. As a district, Framingham Public Schools is committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world.

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as members of historically underrepresented groups.

CERTIFICATES, LICENSES, AND REGISTRATIONS:

Current and valid Massachusetts Teaching license in Elementary (1-5), Special Education, and SEI Endorsement are required . Additional content area license is encouraged. Please note that licensure requirements are subject to change at the discretion of DESE.

TRAINING AND EXPERIENCE:

A Master’s degree from an accredited institution, preferred. Experience working with students within the inclusion, small groups, and individual setting. Bilingual (Spanish and/or Portuguese Preferred). Experience in specialized reading programs, such as Wilson Reading and Orton Gillingham.

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion and belonging in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.

SKILLS AND ABILITY:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decisions; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students and families of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears witness to cultural proficiency and competency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.); to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.

Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content areas as well as any related laws and procedures.

Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and work with students to facilitate their use of instructional technology.

Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Experience writing IEPs. Thorough knowledge of the principles, practices and procedures of special education and specialty area(s). Knowledge of special education procedures to maintain appropriate confidential records Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. Ability to establish and maintain standards of behavior. Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. Must have the ability and proven ability to report to work on a regular and punctual basis.

ESSENTIAL DUTIES AND RESPONSIBILITIES :

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

Provides direct and indirect research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP) Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals Develops and implements annual IEP plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals Schedules team meetings and works cooperatively with Team members and others in developing instructional goals and strategies Coordinates the delivery of special education services in each student's IEP Creates a positive learning experience with emphasis in individualized instruction using appropriate sources including i-pads Serves as primary contact for the parent Conducts special education evaluations and reevaluations Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes and goals Participates in the Team meeting process  Ensures compliance with IEPs and timelines, maintains accurate and complete student records, and prepares reports on children and activities, as required by laws, district policies, and administrative regulations  Provides instruction with measurable outcomes and challenging tasks making progress towards higher-order thinking skills  Collaborates with the general education teachers to modify and accommodate curriculum, as needed, in accordance with the student’s IEP Organizes, conducts, and analyzes results from educational assessments to determine progress and use findings to adjust practice and delivery methods Collaborates and works as a liaison to parents and families Defines high expectations for the quality of student work and the perseverance and effort required to produce it  Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in varied groupings When applicable, works with and collaborates with paraprofessionals who provide support to the students to ensure consistency and success Other duties and responsibilities as reasonably assigned.

PHYSICAL WORKING CONDITIONS:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Must be required to move about and may be required to traverse occasionally throughout the school building; Must often remain in a stationary position for considerable periods of time; Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl;  Is expected to lift at least 20 lbs (i.e. books, school supplies, etc.); Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools;  Must be able to assist students who have physical difficulties; Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer); Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids; Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone; In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction; Must be able to assist students who have physical difficulties; May be required to move quickly across even or uneven surfaces; Working in a normal school environment with an acceptable level of noise; Must interact with students, parents, and other staff members; Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day; Is directly responsible for the safety, well-being, and work output of students; Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people; While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities; May be exposed to bodily fluids, disease, or pathogens;  May receive unintentional injuries from aggressive students; and May be required some degree of physical interaction with students who have difficulty controlling physical behavior.

REPORTS TO:

Building Principal, Special Education Team Evaluation Coordinator, and Director of Special Education. The performance of this job will be evaluated as per the Framingham Teachers Association (Unit A) Contract.

SUPERVISORY RESPONSIBILITIES:

None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Exempt (Professional).

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