Anticipated Special Education Teacher -Elementary (2024-2025 SY)

Department: Student Services Department Job Title: Special Education Teacher FLSA Status:

(Exempt/Non-exempt) Exempt, NTA Unit A Reports to: Special Education Administrator In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute.

Summary:

Special Education Teachers are educators who work collaboratively with all members of an IEP team to ensure student progress, growth and successful inclusion experiences. The teacher is responsible for oversight of curriculum modifications for students with multiple disabilities who are fully or partially included in the general education setting. This role includes intensive consultation and collaboration with team members to ensure appropriate content modifications are in place for students.

Qualifications:

R Required Qualifications:

• Master's degree in special education required;

• Certified in either intensive special needs (preferred) or moderate special needs;

• Prior experience working with students with intensive/complex special needs;

• Experience preferred in providing systematic, multi-sensory, evidence-based reading instruction;

• Ability to handle multitude of varying and complex issues;

• Excellent oral and written communication skills.

DESIRED QUALIFICATIONS:

• 2-5 years experience.

Essential Job Duties and Responsibilities (Not Limited To):

• Special Education Teachers may provide direct and/or consultation services dependent on student/building needs:

• Training, support, and coordination of teaching assistants and behavior therapists

• Crisis intervention (i.e. verbal and physical de-escalation techniques, including restraint)

• Instructing students in reading, subject content, and functional curriculum

• Consulting to teachers to support implementation of accommodations in the classroom

• Modifying curriculum

• Modeling of instructional strategies to general education staff/students

• Developing behavior intervention plans

• Deliver small group instruction in subject content and functional curriculum;

• Collaborate robustly and professionally with a diverse team of students, families, and staff;

• Develop specialized educational and behavioral programs to meet student's individual need;.

• Assist or design programs that support students with behavioral, academic and functional daily living skills;

• Model instructional techniques to teaching assistants so that lessons are consistently delivered across all environments;

• Collaborate with related service personnel to create a student-centered approach for meeting therapeutic skills;

• Compile and submit MCAS alternate assessments and assist with grade level competency portfolio;

• Complete required paperwork, evaluate students with systematic methods using formal and informal assessments, write evaluations and progress reports;

• Guide adult transition planning for caseload students;

• Chair annual team meetings and coordinate IEP development with team members;

• Consistent and on-time attendance is required for supervision and instruction of the students;

Work Environment & Physical Requirements:

• Must be physically able to respond (e.g. push, pull, or carry at least 60 lbs) to students who are physically unsafe and use physical restraints as part of a de-escalation process.

• Must be able to physically respond to students who have bolted from the building.

• Must be able to physically maintain a safe learning environment, including moving furniture in response to a crisis situation.