R 3114 Long Term Substitute Special Education Teacher ILC - ECLEC

Barnstable Public Schools•Barnstable, MA

11h•Onsite

About The Position

POSITION: Long Term Substitute Enoch Cobb Early Learning Center Special Education Teacher ILC Job Goal: To provide instruction, services, and support to students and demonstrate professional leadership in the classroom. To provide a successful learning experience to students with a variety of disabilities. PROGRAM DESCRIPTION: The Enoch Cobb Early Learning Center (ECELC) is an inclusive preschool program where children with and without disabilities learn, work, and play side by side. Students are provided with high-quality social, language, and early academic experiences that address each child’s needs in an emotionally and physically safe environment. Enoch Cobb Early Learning Center embraces developmentally appropriate best practices and diversity and provides a standards-based curriculum. The ILC model provides intensive support for students with low incidence, developmental disabilities, and high needs whose special needs may not be able to be met in their integrated classroom. Students’ level of need requires extensive specialized instruction for at least 60% of the school day, and they are therefore designated as requiring a substantially separate setting. QUALIFICATIONS: Massachusetts educator license in one of the following areas: Teacher of Students with Moderate Disabilities PreK–2; PreK–8 Teacher of Students with Severe Disabilities PreK–2; All And Massachusetts educator license: Teacher, Early Childhood, PreK-2 Demonstrated knowledge and understanding of child and adolescent development Demonstrated experience teaching students with and without special needs Commitment to students' education and academic, social, emotional, and behavioral development. Master’s Degree preferred. SEI Endorsement Demonstrated ability to utilize relevant technologies for instruction, assessment, communication, data management, and documentation. REPORTS TO: Building Principal or Designee PERFORMANCE RESPONSIBILITIES: Demonstrate knowledge of theories and practices for developing and implementing social, emotional, and behavioral skills. Develop, implement, and teach curriculum designed and/or modified to meet the learning needs of students with and without disabilities, including whole-class, small-group, and individual students. Plan and prepare group and/or individual daily lessons for each student. Provide high-quality, specialized instruction to students with disabilities consistent with students’ Individual Education Programs (IEP). Collaborate with teachers, other school professionals, and paraprofessional staff to develop and provide emotional and behavioral support, positive reinforcement, accommodations, and modifications for students with disabilities. Participate in developing and implementing IEPs and ensure compliance with state and federal special education regulations. Gather and analyze student performance data for the purpose of writing learning goals and objectives and to monitor student progress. Write required special education student progress reports. Evaluate individual students with formal and informal, nondiscriminatory assessments and report results in writing. Observe students in the classroom and report on student performance verbally and in writing. Review and be familiar with assigned student’s records, including the student’s IEP. Regularly communicate with parents/guardians, including informing them of their child’s progress. Participate in IEP Team meetings and other meetings, including but not limited to staff and department meetings. Monitor students with and without disabilities within and outside of the classroom. Provide direction and oversight to assigned paraprofessional staff for the support of students. Review and prepare required paperwork promptly and professionally (e.g., IEP, evaluations, progress notes, MCAS ALT, incident reports, substitute forms, etc.). Support the implementation of individual student behavior, intervention, transition, safety, health, reentry, and other student-specific plans. Participate in ongoing professional development related to specific student populations and teacher certification areas. Respond professionally during unpredictable situations to safely engage and support students exhibiting challenging behavior and emotional dysregulation. Assure equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, natural origin, sexual orientation, homelessness, or disability. Perform other job-related duties as assigned. TERMS OF EMPLOYMENT: School Year SALARY: Per BTA Contract Barnstable Public Schools is an EOE and strongly encourages minority candidates to apply.

Requirements

Massachusetts educator license in one of the following areas: Teacher of Students with Moderate Disabilities PreK–2; PreK–8 Teacher of Students with Severe Disabilities PreK–2; All And Massachusetts educator license: Teacher, Early Childhood, PreK-2
Demonstrated knowledge and understanding of child and adolescent development
Demonstrated experience teaching students with and without special needs
Commitment to students' education and academic, social, emotional, and behavioral development.
SEI Endorsement
Demonstrated ability to utilize relevant technologies for instruction, assessment, communication, data management, and documentation.

Nice To Haves

Master’s Degree preferred.

Responsibilities

Demonstrate knowledge of theories and practices for developing and implementing social, emotional, and behavioral skills.
Develop, implement, and teach curriculum designed and/or modified to meet the learning needs of students with and without disabilities, including whole-class, small-group, and individual students.
Plan and prepare group and/or individual daily lessons for each student.
Provide high-quality, specialized instruction to students with disabilities consistent with students’ Individual Education Programs (IEP).
Collaborate with teachers, other school professionals, and paraprofessional staff to develop and provide emotional and behavioral support, positive reinforcement, accommodations, and modifications for students with disabilities.
Participate in developing and implementing IEPs and ensure compliance with state and federal special education regulations.
Gather and analyze student performance data for the purpose of writing learning goals and objectives and to monitor student progress.
Write required special education student progress reports.
Evaluate individual students with formal and informal, nondiscriminatory assessments and report results in writing.
Observe students in the classroom and report on student performance verbally and in writing.
Review and be familiar with assigned student’s records, including the student’s IEP.
Regularly communicate with parents/guardians, including informing them of their child’s progress.
Participate in IEP Team meetings and other meetings, including but not limited to staff and department meetings.
Monitor students with and without disabilities within and outside of the classroom.
Provide direction and oversight to assigned paraprofessional staff for the support of students.
Review and prepare required paperwork promptly and professionally (e.g., IEP, evaluations, progress notes, MCAS ALT, incident reports, substitute forms, etc.).
Support the implementation of individual student behavior, intervention, transition, safety, health, reentry, and other student-specific plans.
Participate in ongoing professional development related to specific student populations and teacher certification areas.
Respond professionally during unpredictable situations to safely engage and support students exhibiting challenging behavior and emotional dysregulation.
Assure equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, natural origin, sexual orientation, homelessness, or disability.
Perform other job-related duties as assigned.