2025-2026: SETSS Teacher

WHIN Music Community Charter School•New York, NY

About The Position

WHIN Music Community Charter School is the first school of its kind! Built on the principles of El Sistema, WHIN is a place where children learn, grow, and make music together. At WHIN, we are building a nucleo, a community where staff, families, and students work together to make a powerful shift in public education that puts learners’ needs first. Our Mission: To provide our diverse student population with rigorous academic instruction, intensive music education and a positive learning environment so that every student can thrive academically and socio emotionally. We believe… that all children deserve a high-quality education, with access to academic rigor, music creation, and a holistic approach to developing character. that a collaboration with families ensures the greatest success for our learners. that restorative justice, inquiry-based hands on learning, and authentic learning experiences provide the most effective environments for growth, success, and joy. We are looking for staff who are… looking to grow and prosper in a collaborative work environment. excited about teaching in a school and neighborhood where diversity is central. In action, our mission looks like caring deeply about all aspects of our young learners’ potential. We make academics a priority while also ensuring students’ character and personal growth. With music at our core, students experience working together to create something bigger than their individual skills every single day, and this approach extends to our classrooms where project-based, hands-on learning cultivates curious, creative, and hardworking learners. WHIN is currently seeking a high performing Special Education Teacher Support Service (SETSS) Teacher who is ready to help grow a unique school community where compassion, kindness, and curiosity drive each and every day. Specifically, in the SETSS role you will be responsible for: Specially designed and/or supplemental instruction to support the participation of the student with a disability in the general education classroom. Consultation to the student's general education teacher and design services to be flexible, helping students to remain in the general education classroom and utilize the combined expertise of both the general and special education teacher. The teacher may use a combination of either push-in or pull-out service model as well as provide both direct and indirect services for a student. Must be knowledgeable about instructing students in all core content areas and be able to create and maintain a joyful, engaging, and inclusive culture where all students love to learn in small group or inside the classroom. Targeting instruction and differentiating instruction to meet specific learners needs to improve sensory and perceptual motor skills, language, cognition, and memory using smaller groups of students. Actively engaging students in rigorous, project based, common core aligned learning experiences. Driving academic outcomes for all students by analyzing data, differentiating instruction, and supporting each learner’s unique needs Contributing to the Child Study Team’s assessments of student needs Implementing a music-infused academic curriculum with support from the Director of Music and Directors of Curriculum and Instruction. Inspiring students and fellow staff to perform at their highest potential. Developing and maintaining strong and professional relationships with WHIN parents and families. Developing, modifying, and implementing curriculum and assessments for students with disabilities as determined in a student's IEP and/or 504 plan.

Requirements

NYS or equivalent Special Education Teaching Certification is required
Urban elementary teaching experience.
Demonstrated success raising achievement levels of all students.
An unwavering belief that all students can achieve at a high level.
Strong verbal and written communication skills.
Strong interpersonal skills: the ability to interact with all levels of the organization.
A big heart and compassion for students who are in need of social, emotional, and academic support.
The ability to excel in a fast-paced, dynamic, and exciting school.
A sense of humor and kindness towards your colleagues

Nice To Haves

Bilingual (Spanish)
Music performance
Applied Behavior Analysis (ABA) and/or Nonviolent Crisis Intervention Program training preferred.
Early Childhood teaching experience and/or certifications.
Project Based Learning and Inquiry Based Learning.
Responsive Classroom, Love & Logic Student Management, and Restorative Justice models.

Responsibilities

Specially designed and/or supplemental instruction to support the participation of the student with a disability in the general education classroom.
Consultation to the student's general education teacher and design services to be flexible, helping students to remain in the general education classroom and utilize the combined expertise of both the general and special education teacher.
The teacher may use a combination of either push-in or pull-out service model as well as provide both direct and indirect services for a student.
Must be knowledgeable about instructing students in all core content areas and be able to create and maintain a joyful, engaging, and inclusive culture where all students love to learn in small group or inside the classroom.
Targeting instruction and differentiating instruction to meet specific learners needs to improve sensory and perceptual motor skills, language, cognition, and memory using smaller groups of students.
Actively engaging students in rigorous, project based, common core aligned learning experiences.
Driving academic outcomes for all students by analyzing data, differentiating instruction, and supporting each learner’s unique needs
Contributing to the Child Study Team’s assessments of student needs
Implementing a music-infused academic curriculum with support from the Director of Music and Directors of Curriculum and Instruction.
Inspiring students and fellow staff to perform at their highest potential.
Developing and maintaining strong and professional relationships with WHIN parents and families.
Developing, modifying, and implementing curriculum and assessments for students with disabilities as determined in a student's IEP and/or 504 plan.