Inclusion Special Education Teacher

About the Employer

Overview

Job Title: Special Education Inclusion Teacher - Reports to: Building Principal/Director of Student Services - Our mission statement: Palmer Public Schools will be a community that develops life-long learners by engaging in a rigorous curriculum which creates opportunities for academic and social/emotional growth of all students through a safe, supportive and collaborative environment. Our theory of action: If we improve student, faculty and staff well-being and provide students with a challenging curriculum delivered through rigorous, engaging instruction with learning experiences intentionally designed to meet the needs of each student, then we will have prepared all students to be life-long learners who will contribute positively to society.

Qualifications

Knowledge of MA Curriculum Frameworks and integration of state frameworks into local curricula and instruction for reading, written language, mathematics, & functional skills Knowledge and training in structured reading methodology preferred Educational background or experience with differentiated instruction in an inclusive setting, including proven skills in classroom management, co-teaching and instructional strategies
• Bachelor’s degree required; Master’s degree preferred
• Required: MA licensure as Teacher of Students with Moderate Disabilities (5-12)
• Required: Highly qualified in general curriculum
• Citizenship, residency or work visa in United States required.

Accountability Objective

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in an inclusion setting.

Principal Accountabilities

Salary for this position is: According to contract **All positions are subject to qualifications, duties and rates of compensation presently in force, and subject to appropriate funding.
• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in a self-contained setting.
• Experience with behavioral therapeutic techniques with a diverse population preferred.
• Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.
• Collaborate with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.
• Promote and assist in the implementation of research-based strategies to ensure the transition and generalization of students’ academic and social goals within the regular education environment and throughout the school.
• Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills academic needs, vocational abilities, etc.) for purpose of providing feedback to students, parents and administration.
• Serves as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the team process (conducting annual reviews, conferencing with parents/team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.
• Utilizes 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 for designated students.
• Uses a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Guides the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units and projects.
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor as required by the teachers’ contract.
• Strives by instruction and action to implement the district’s philosophy of education, instructional goals and objectives and performance expectations.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Diagnoses the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.
• Takes all necessary necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Follows the Palmer Public Schools Code of Conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in a fair and just manner.
• Plans and supervises assignments for paraprofessionals, and makes written evaluations as required.
• Maintains an expectation as a professional.
• Takes an active part in the contractually-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.
• Attends building and district meetings to promote communication and mutual decision making among the staff; said meetings to be held during the extended day.
• Attends established traditional school sponsored activities (e.g., back to school night, open house, programs, activities) agreed upon by the building administrator and the faculty consistent with the teachers’ contract.
• Contributes to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.
• Strives to maintain and improve professional competence.
• Provides supervision to assigned paraprofessionals.
• Coordinates student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.
• Consults with staff and administration on instructional/student issues as an active, participatory team member.
• Performs other duties as reasonably required.