Math Teacher

Shineforth•Edinburg, VA

About The Position

Shineforth is seeking an academic year special education teacher to specifically teach math and/or SPED k-12 in the Charterhouse School in Edinburg, VA. SUMMARY Provide quality learning to students with emotional and behavioral issues. Responsible for teaching assigned subject(s), administration of student records, and for classroom and behavior management. Implement an instructional program that will teach all academic subjects to a group of students with ED, LD, and ID or ASD.

Requirements

Fully licensed Math Teacher by the Virginia Department of Education to teach in Math, grades 6-12 and/or SPED k-12 licensure or provisional licensure for the state of Virginia Special Education – adapted curriculum 6-12 endorsement
Minimum two years of experience teaching students with disabilities.

Responsibilities

Demonstrate an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Effectively address appropriate curriculum standards and IEP requirements.
Integrate key content elements and facilitate students’ use of higher level thinking skills in instruction.
Demonstrate the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
Demonstrate an accurate knowledge of the subject matter.
Demonstrate skills relevant to the subject area(s) taught.
Base instruction on goals that reflect high expectations and an understanding of the subject.
Demonstrate an understanding of the intellectual, social, emotional, and physical development of the age group.
Communicate clearly and check for understanding.
Meet the needs of all students by using the Virginia Standards of Learning, the school’s curriculum, IEPs, effective strategies, resources, and data.
Use student learning data to guide planning.
Plan time realistically for pacing, content mastery, and transitions.
Plan for differentiated instruction.
Align and articulate learning targets to the Virginia SOLs, the school’s curriculum, and student learning needs.
Develop appropriate long- and short-range plans and adapt plans when needed.
Collaborate with colleagues, students, and other stakeholders to determine and monitor instructional goals.
Effectively engage students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Engage and maintain students in active learning.
Differentiate, modify, and adapt instruction to accommodate the learning needs of students.
Clarify and reinforce learning targets consistently throughout lessons.
Use a variety of effective instructional strategies and resources, including instructional technology to enhance student learning.
Integrate key content elements and facilitate students’ use of higher level thinking skills in instruction.
Demonstrate the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
Systematically gather, analyze, and use all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.
Use a variety of valid and appropriate assessment strategies and instruments to inform, guide, and adjust students’ learning.
Align student assessment with established curriculum standards, benchmarks, and student IEPs.
Use assessment tools for both formative and summative purposes and use grading practices that report final mastery in relationship to content goals, objectives, and student IEPs.
Use assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.
Involve students in setting learning targets and monitoring their own progress.
Communicate clearly, check for understanding, and give constructive and frequent feedback to students on their learning.
Use training, resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
Establish and maintain rapport with students based on mutual respect, understanding of individual student differences, and open communication within the social, cultural, and political dynamics of the school community.
Establish clear expectations, with student input, for classroom rules and procedures early in the schoolyear, and enforce them consistently and fairly.
Maximize instructional time by working with students individually as well as in small groups or whole groups and minimize disruptions.
Establish a climate of trust and teamwork by consistently modeling and collaboratively promoting high expectations, mutual respect, concern, and empathy for students, staff, families, and community.
Respect students’ diversity, including language, culture, race, gender, sexual orientation, and special needs.
Use agency de-escalation and behavior intervention techniques to assist with providing a safe environment.
Maintain a commitment to professional ethics, communicate effectively, and take responsibility for and participate in professional growth that results in enhanced student learning.
Build positive and professional relationships with all stakeholders through frequent and effective communication and collaboration to promote students’ well-being and success.
Adhere to federal and state laws, school and agency policies, and ethical guidelines.
Incorporate learning from professional growth opportunities into instructional practice and serve as a contributing member of the school’s professional learning community through collaboration with teaching colleagues.
Set goals for performance improvement aligned with the agency’s mission, vision, and values.
Demonstrate consistent mastery of standard oral and written English in all communication.
Utilize shared decision-making and collaboration to build relationships with internal and external stakeholders and maintain positive school morale.
Ensure student’s progress is acceptable, measurable, and appropriate for student’s academic level.
Set acceptable, measurable, and appropriate achievement goals for student learning progress based on data.
Document the progress of each student throughout the year, meeting deadlines, attending IEP meetings, and collaborating with colleagues.
Provide evidence that achievement goals were met using multiple measures of student growth.
Use available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.