Long Term Substitute, Elementary Special Education Teacher

 

October 28, 2024 - tentative January 2, 2025

 

Qualifications:

• Master’s degree strongly preferred
• Massachusetts Special Education Certification and Licensure
• Experience with students with Language-based Learning disabilities, Specific Learning Disabilities and Executive Functioning challenges
• Specialized reading training- (Wilson Reading /Orton-Gillingham)
• Successful completion of QBS/SafetyCare training preferred.

• Successful experience as a special educator including performing assessments using a variety of standardized protocols.
• Knowledge of state and federal special education regulations.
• Effective organizational and interpersonal skills.
• Ability to work collaboratively with administrators, colleagues, parents/guardians, and others in the delivery of effective services.
• Strong behavior management skills

 

Responsible to:  Principal, Special Education Team Leader, Director of Special Education 

 

Primary Functions:  Coordinate all aspects of assigned special education program

 

Major Responsibilities:

 

1.0 Program Administration

2.0 Direct Instruction 

3.0 Assessment/Pre-referral

4.0 Professional Expectations

5.0 Other

 

Details:

 

1.0  Program Administration

 

• Discuss student’s progress with parents, teachers, counselors, and administrators

• Supervise and mentor paraprofessionals who work with students 
• Collaborate with professional staff regarding their specific teaching, therapeutic and supervisory responsibilities.  
• Collaborate with Principals and Educational Team Leader to develop individual schedules to ensure compliance and most effective instruction.
• Collaborate with Principal and Educational Team Leader to support co-teaching models that provide inclusion experiences for students within the program.
• Ensure the implementation of administrative procedures related to PowerSchool; maintenance and security of student records for caseload.
• Collaborate with services providers, including but not limited to:  school psychologists, school counselors, speech and language specialists, physical therapists, occupational therapists, vision/mobility therapists, BCBAs. 

 

2.0 Direct Instruction

 

• Plan, prepare, and teach lessons and activities as a class, in small groups, and 1:1 as needed, in accordance with IEPs/Service Plans. Work cooperatively with other specialists/teachers to develop curriculum.
• Promote inclusion and equity of instruction in classrooms by implementing formative and summative assessments to track student progress. Use data to plan for instruction.
• Plan and supervise purposeful assignments for paraprofessional(s). 
• Implement group and individual behavior plans. 
• Adapt lessons and modify assessments for students with special needs.
• Meet regularly with the BCBA and other internal TEAM members regarding issues and concerns around student needs. 
• Communicate regularly with families regarding service delivery and progress

 

3.0 Assessment/Pre-referral

 

• Participate  in building-based Student Assistant Team (SATs) and support regulatory pre-referral activities by providing screenings as needed
• Perform cognitive and achievement assessments using a variety of standardized protocols, including but not limited to Woodcock-Johnson, WIAT, etc.

4.0  Professional Expectations

 

• Develop and update IEPs throughout the school year to reflect students’ progress and goals. Chair annual IEP meetings for assigned students, as needed.

• Attend all faculty meetings/in-services/professional development activities as scheduled

• Support and participate in all mandated DESE monitoring activities as requested; completion of required coursework, Coordinated Program Reviews, etc.

• Completes educational forms and reports as directed by the school, and/or local educational agency.

 

 

5.0 Other

 

• Carries out any other appropriate responsibilities assigned.