Secondary Special Education Teacher- Barrington Middle School

Barrington Public Schools•Barrington, RI

1d•Onsite

About The Position

The Secondary Special Education Teacher will provide special education services to support the academic achievement, social/behavioral skills, and emotional well-being of Barrington students. This role involves adhering to federal and state special education regulations, communicating high expectations, instilling a growth mindset, and fostering independence and grit in all learners. The teacher will demonstrate knowledge of various disabilities and provide Specially Designed Instruction (SDI), evidence-based academic instruction, and interventions in accordance with ESSA and student IEPs. Responsibilities include administering and analyzing assessments, developing and monitoring IEPs and Behavior Intervention Plans (BIPs), consulting with general education teachers, coordinating support services, and communicating regularly with students, parents, administrators, and pupil personnel services.

Requirements

Secondary Special Education Teacher Certification Granted by the Rhode Island Department of Education
Experience providing Specially Designed Instruction (SDI), developing and implementing Individualized Education Programs (IEPs) and collaborating on a multi-disciplinary team.
Experience with developing and implementing transition IEPs

Nice To Haves

Master’s Degree preferred
Preference will be given to candidates who articulate their commitment to valuing inclusivity, diversity, and belonging.

Responsibilities

Adheres to federal and state special education regulations.
Communicates high and clear expectations for students.
Instills a growth mindset in students.
Fosters independence and grit in all learners.
Evidences knowledge and understanding of high and low incidence disabilities.
Demonstrates knowledge and skills in providing Specially Designed Instruction (SDI).
Provides special education to students in the general education classroom and special class settings.
Provides evidence-based academic instruction and interventions in accordance with ESSA and student IEPs.
Demonstrates knowledge and skills in providing evidenced-based interventions in the areas of executive functioning and social/emotional and behavior.
Demonstrates knowledge and skills in providing transition services.
Administers and/or analyzes a variety of assessments (e.g. academic achievement, diagnostic, screening, progress monitoring, observations, etc,) shares findings with key stakeholders and interprets test data in order to support student performance.
Develops, implements and monitors meaningful and measurable Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs) to meet the unique needs of students with disabilities.
Provides consultation to teachers regarding the unique and individualized needs of their students, including the provision of accommodations and modifications.
Coordinates the support services of Teacher Assistants for students on caseload.
Communicates regularly with students and parents regarding the student’s academic, behavioral, social/emotional needs and progress; communicates immediately when there are urgent concerns.
Serves as a member of Evaluation and IEP Teams.
Demonstrates skills in facilitating meetings.
Collects and analyzes student progress monitoring data on a regular basis to make instructional decisions.
Communicates regularly with Building Administrators and Director and Assistant Director of Pupil Personnel.
Has solid knowledge of the Common Core State Standards and Essential Elements.
Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
Identifies student needs and cooperates with other professional staff members in helping students solve health, attitude, and learning problems.
Maintains thorough records for each student.
Attends staff development programs, curriculum development meetings, and other professional activities.
Collaboratively creates and implements performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration.
Disseminates accurate and positive information about the schools’ and district’s goals and initiatives in a variety of print and electronic formats.
Supports positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district.
Utilizes an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences.
Designs lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration, discovery, and hands-on activities and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence.
Creates learning groups in which all students learn to work collaboratively and independently.
Uses a variety of communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, to collect and share information, and to enrich discourse in the classroom and the school.
Provides students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals.
Takes responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning.
Interacts with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct.
Exhibits attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Completes all requested forms, reports, and data collections in an accurate and timely manner; Performs the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities/ requests.
Performs other duties as may be assigned by the Principal or other appropriate administrators and/or necessary to perform the functions of the position.