What are the responsibilities and job description for the Kindergarten Special Education Inclusion Teacher position at George Keverian School?
Kindergarten Special Education Inclusion Teacher
DESCRIPTION:
Elementary Special Education teachers are responsible for utilizing research-based pedagogical strategies to teach and engage diverse groups of Special Education Students in Kindergarten. Elementary Special Education Teachers must work collaboratively with the Special Education leadership and support staff throughout the year to continually improve the experience and performance of our students. Teachers should be well versed in providing accommodations for students whose IEPs dictate inclusion services in several content area settings. Teachers should also be well versed in Sheltered English Instruction (SEI) practices to support English Learners on IEPs. Teachers should have experience and/or training implementing phonics instruction and assessments. Teachers must exercise culturally responsive practices to promote equity and respect for all students. Elementary Special Education Teachers must thoroughly understand and be able to support the evaluation and creation of IEP processes for students in elementary grades.
REQUIREMENTS:
- Bachelor’s Degree in Education and/or Special Education
- Massachusetts Teaching Licensure
- SEI Endorsement
PREFERRED REQUIREMENTS:
- Master’s Degree in Education and/or Special Education
- 3 or more years of high school teaching experience
- Dual Licensure in Elementary Education and/or English as a Second Language
- Experience working in an urban public schools setting
- Foreign Language Proficiency
DUTIES:
- Plan for several models of inclusion including co-teaching, push-in support, and standalone instruction. ? Use all available technology and virtual curricula provided by the district to create engaging lessons and supports that are linked with 21st Century skills and remote accessibility.
- Manage classroom behavior with Positive Behavior Intervention Strategies that motivate students and limit disruptions.
- Utilize inclusive practices and SEI strategies for English Learners on IEPs.
- Incorporate language activities into content instruction including Speaking, Reading and Writing that align with State Standards for Language Proficiency.
- Utilize available data to make instructional decisions that target the academic and linguistics needs of students.
- Collaborate and co-plan with grade level content teachers to provide the highest quality instruction and support for Special Education Students.
- Proctor assessments and provide accommodations when necessary for students in grades K-8 on exams including MCAS and ACCESS.
- Communicate with student families on a regular basis using culturally responsive strategies that promote two-way conversations.
- Employ a strong growth mindset and participate in professional development that is relevant to the challenges of urban education in order to close opportunity gaps.
- Collaborate with guidance counselors to refer students who are in need of Social Emotional support. ? Collaborate with Special Education leadership and teacher colleagues to review IEPs and ensure all accommodations are properly and consistently delivered.
- Complete IEP reporting, progress reports and necessary paperwork as required by the Massachusetts Department of Elementary and Secondary Education for students receiving Special Education services. ? Help develop, revise, and track progress towards IEP goals for Special Education Students throughout the year.
- Plan for and participate in IEP meetings throughout the year for caseload students and families. ? Contribute to school-wide initiatives and events which may be assigned by the Principal and Assistant Principal.
SALARY: Based on the Everett Teachers Association Bargaining Agreement
The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.
