High School - Special Education - TEACHER (9-12) 2025-2026

Family Life Academy Charter Schools•New York, NY

About The Position

Family Life Academy Charter School (commonly called FLACS) is a nonprofit network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12. Family Life Academy Charter Schools is currently seeking dynamic educators who Value collaboration with like-minded educators who believe that education is activism. Want to work in an environment where all students are scholars and academic excellence is the norm. Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments. Desire to work in a place where their skills will be nurtured through an embedded professional development program. SPECIAL EDUCATION TEACHER JOB DESCRIPTION Under the supervision of the School Principal, the Special Education Teacher provides legally mandated services to students with IEPs as well as services to students who are identified as needing at-risk interventions. The Special Education Teacher pulls out small groups of students and/or works collaboratively in a co-teaching model with the general education teachers to ensure that students make progress toward meeting their IEP goals and accessing the grade-level FLACS curricula.

Requirements

Bachelor’s degree is required; master’s degree is preferred
Prior satisfactory teaching experience preferred
New York State Certification in Students with Disabilities (grades 7-12)
Clearance for fingerprint and criminal background check

Responsibilities

Develops IEP goals and tracks progress toward meeting these.
Attends all IEP meetings and completes session notes on SESIS.
Creates academically rigorous, standards-based, culturally relevant lesson plans that foster critical thinking and problem-solving and prepare students for the NYS Regents examinations, Advanced Placement, and/or collegiate level coursework.
Utilizes student-centered instructional strategies to engage students and differentiate teaching based on the diverse, individual needs of students.
Adapts and modifies instruction from units using common network curriculum resources, maps, frameworks, pacing documents and instructional philosophies to provide access for students with disabilities.
Coplans and co-teaches with general education teachers, either as part of an ICT model or to support students through differentiation of materials.
Analyzes data from ongoing formative and summative assessments to refine instructional practices and impact student achievement toward meeting their IEP goals.
Maintains strong classroom management and implements school wide policies and procedures to ensure a safe, caring and orderly school environment.
Establishes a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships.
Grades student work and provides students with actionable feedback and returns work with students and families promptly.
Seeks to actively know students’ strengths and challenge areas and communicates these effectively with families using online portals, report cards and other means.
Participates in professional development, professional learning communities, grade-level activities and school wide functions.
Shares best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups.
Upholds the FLACS mission, core beliefs, and educational philosophy.
Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness.
Has high expectations for students and for themselves as an educator.
Demonstrates self-motivation and willingness to be a team player.