Elementary Special Education Teacher: Autism Specific Classroom

Southbridge Public Schools•Southbridge, MA

About The Position

Background on Southbridge Public Schools: Southbridge Public Schools serve approximately 2,200 students in six schools. The district is presently undergoing extensive turnaround at all levels, with the assistance of the Massachusetts Department of Elementary and Secondary Education. This creates unique opportunities for teachers and students. One example is a recently announced, long-term partnership with the University of Connecticut to develop Southbridge Schools to be a national demonstration site for successful implementation of PBIS strategies. Additionally, our district is the recipient of a number of significant grants that are allowing us to creatively redesign Secondary School, curriculum enhancements, improved culture and climate and afterschool opportunities for students. If you feel strongly about improving the educational experience for students and have a commitment to social justice, Southbridge Public Schools welcomes you. More information about the district’s turnaround efforts can be found here . POSITION: Special Education Teacher REPORTS TO: Building Principal 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.

Requirements

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 in order to be fully licensed and Highly Qualified
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Nice To Haves

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 strongly preferred
Bilingual language proficiency (Spanish/English) strongly preferred
The applicant should have knowledge and/or experience with students with moderate to severe needs.

Responsibilities

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.
Serve 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 w/ parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any 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 for designated students.
Use 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.
Employs 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.
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 and reasonable precautions to protect students, equipment, materials, and facilities.
Follows the Southbridge 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 ongoing program of professional growth that satisfies district requirements but also satisfies personal expectations 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.
Attend 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.
Contribute to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.
Strives 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.
Perform other duties as reasonably required.