Long Term Substitute Teacher (The Schwartz School)

Meeting Street Massachusetts Inc•Dartmouth, MA

About The Position

Meeting Street is seeking a Long Term Substitute Teacher for 40 hours per week at The Schwartz School. The role supports children of all abilities in reaching their potential by planning and implementing age-appropriate learning activities that address each student’s IEP goals. Instruction may include vocational opportunities, community-based learning, Massachusetts curriculum frameworks, and service-learning projects. The teacher works collaboratively with teachers, therapists, educators, specialists, and classroom staff to deliver an integrated educational and therapeutic model. The position includes developing lesson plans, progress reports, and IEPs within specified timelines; maintaining student progress data; and, when scheduled, conducting MCAS alternate assessments. The teacher creates an engaging learning environment and supports students’ academic, social, emotional, and cognitive growth. Meeting Street emphasizes respect, compassion, integrity, inclusivity, and excellence, and expects employees to recognize and appropriately respond to racism and other forms of injustice. The organization states that its employment practices are administered without discrimination based on legally protected characteristics.

Requirements

Bachelor’s or master’s degree in Special Education.
Valid certification from the Massachusetts Department of Education as a Special Education Teacher.
Valid certification in Severe/Profound disabilities, or Mild/Moderate disabilities certification with willingness to pursue Severe/Profound disabilities certification.
Minimum of 2–3 years of teaching experience.
Current CPR and First Aid certification.
Knowledge of Massachusetts Curriculum Frameworks and MCAS alternate assessments.

Nice To Haves

Prior experience working with children with and without disabilities in an inclusive environment is preferred.

Responsibilities

Plan and implement motivating, creative, age-appropriate activities addressing goals in each student’s IEP, including vocational opportunities, community-based learning, Massachusetts curriculum frameworks, and service-learning projects.
Collaborate with teachers and therapists to implement an integrated educational and therapeutic model.
Develop lesson plans, progress reports, and IEPs within specified timelines as directed.
Perform MCAS alternate assessments when scheduled.
Create a learning environment that stimulates and motivates students to work to their best potential.
Design and implement appropriate academic and social goals for all students.
Facilitate interactions among children that support emotional, social, and cognitive growth.
Collaborate with educators and specialists to plan, adapt, and teach curriculum for all learners, and guide classroom staff in implementing goals.
Maintain data records on each student’s progress to support accurate evaluations and progress reports.
Recognize and properly respond to racism and other forms of injustice.