Special Education Self-Contained Teacher

Tulsa Honor Academy•Tulsa, OK

1d•Onsite

About The Position

At Tulsa Honor Academy (THA), we are on a mission to equip all scholars with the academic skills, content knowledge, and ethical character required for college graduation and life success. We believe ALL scholars, regardless of race, background, income or ability, can achieve at high levels. We work relentlessly to ensure 100% of scholars are on a path to go to and graduate from a college of their choice, beginning in the fifth grade. Opening our doors in 2015 with 92 fifth grade scholars, THA will grow to serve over 1,400 scholars in grades 5-12 across our three schools in the 2026-2027 academic year. Our work is grounded in our five core values: Equity at Our Core, Committed to Community, Pursuit of Excellence, Real Change Now, and We Choose Courage. When you join the THA Familia, you are joining a team with an unwavering commitment to ensuring scholars in our community have access to a high-quality, college preparatory education. One that is focused on developing successful college graduates who will become well-rounded, engaged individuals who will transform their communities. Candidates must share our unshakeable belief that all scholars can achieve when given the opportunity.

Requirements

Bachelor’s degree required.
Oklahoma special education (mild/mod) certification is required OR standard certification with acquisition of mild/mod certification within one year of employment.

Nice To Haves

Subject area certification, early childhood, or elementary education certification is preferred.
Prior teaching experience in a school serving a similar population to THA’s is preferred.
Charter school experience is preferred.

Responsibilities

Provides targeted, intensive intervention in a small group direct instruction setting where scholars strengthen foundational skills and build their confidence as learners.
Works with scholars across multiple campuses and grade levels to strengthen foundational skills, accelerate academic growth and expand access to grade level learning.
Develops a palpably positive classroom and school climate with frequent and authentic instances of shared smiling, laughter and enthusiasm where joy is deeply rooted in achievement, the content, and team/individual successes.
Believes that scholar actions and mindsets stem from teacher actions and mindsets.
Develops a strong skill foundation.
Ensures all scholars complete the cognitive work during the lesson, such as reading, writing, discussion, analysis, meaning-making, computation, and problem-solving.
Displays that you value risk-taking, especially when the work is challenging. Expects all scholars to attempt all work, take academic risks, and learn from their mistakes.
Sweats the small stuff.
Believes that scholars want and need to be held to a higher standard and that scholars are capable of making good choices.
Teaches and enforces school-wide systems, rules and consequences, disciplinary codes, and rewards at all times.
Knows that warm and strict are not opposites.
Values parents as partners.
Models what is expected because adults drive culture.
Believes in an all hands on deck mentality.
Gains energy from the feedback cycle, not loses it.
Uses feedback to make productive changes in performance.
Ensures our community is an inclusive and safe place.
Executes rigorous instructional materials.
Supports teammates, families and scholars.
Does whatever it takes to ensure scholars go to and graduate from college.
Ensures scholars are full participants in a structured, productive and safe learning environment through participation, internalization of class/school culture systems, consistent routines, engaging in meaningful work, celebration of character values and a belief that one can be both warm and strict.
Ensures that scholars work with content that will best develop their understanding of ideas and skills essential to the course by backwards planning, clearly communicating objectives, executing rigorous course materials, assisting scholars in making meaningful connections and frequently utilizing formal and informal data to ensure mastery.
Ensures scholars are deeply engaged in the work, which is demonstrated when they synthesize diverse information/perspectives/view points, consistently complete the cognitive work during the lesson, build upon peers’ thinking, receive feedback from teacher and peers, take academic risks and provide meaningful oral or written evidence to support their thinking.
Ensures that scholars are able to demonstrate their learning, including the mastery of rigorous course goals, by knowing the status of each scholar’s progress towards an objective, scholars displaying deep understanding through use of formal and informal assessments, scholars monitoring their own progress, and teachers ensuring scholars are on track to achieve or surpass rigorous course learning goals.
Displays a commitment to their team and improving their craft through collaborative relationships, remaining engaged, demonstrating ownership for shared culture, remaining solutions-oriented and embodying THA’s commitment to continual improvement. Teachers receive regular observations and coaching from an Assistant Principal of Instruction or Principal.
Completes daily arrival and dismissal duty for In School Suspension scholars.
Provides minutes of service according to scholars' IEPs and ensures scholars achieve the goals set forth in their IEPs.
Consults with teachers and site leaders to ensure scholars receive appropriate accommodation.
Accurately archives scholars' Special Education documentation and collects forms required for meetings.
Crafts instructionally appropriate IEPs.
Participates in or leads the MEEGS, REDS, and IEP meetings for their scholars.
Completes compliance tasks as assigned by the Director of Scholar Interventions.
Follows THA’s Academic Calendar.