Special Education Teacher, Bridges Program (anticipated)

TYPE OF POSITION: Full-time (1.0); 2025-26 school year; salary commensurate with experience and education, as set forth in the agreement between the Seekonk School Department and the Seekonk Educators Association

LOCATION:  Aitken Elementary School

AREA OF CONSIDERATION: All qualified candidates

REPORTS TO:  Building Principal and Director of Student Services

The BRIDGES Elementary Special Education Teacher is a highly qualified teacher who is responsible for the instruction, evaluation, coordination and regulatory compliance for special education students in a substantially separate classroom setting. Open to working during the Extended School Year; salary commensurate with experience and education, as set forth in the agreement between the Seekonk School Department and the Seekonk Educators Association. The BRIDGES Elementary Special Education Teacher provides individualized learning experiences guided by modified and alternative curriculum frameworks, district standards and requirements, and accommodates student’s learning needs as outlined in students’ Individualized Education Programs (IEPs). The BRIDGES Special Education Teacher works collaboratively with other Special Education teachers and related services staff, reports to the principal, and will direct Instructional Aides (Paraprofessionals).

BASE QUALIFICATIONS

To be considered qualified for this position, candidates must minimally have the following:

1. Licensed, or eligible for licensure in Teacher of Students with Moderate Disabilities (PreK-8) and/or Teacher of Students with Severe Disabilities (all) by the Massachusetts Department of Elementary and Secondary Education as well as evidence of meeting all Massachusetts Department of Education standards for Highly Qualified Teacher.
2. Experience teaching elementary students developmental disabilities (including but not limited to Autism Spectrum Disorder) and social-emotional challenges
3. Knowledge of Core Curriculum Frameworks
4. Ability to facilitate, monitor and modify programming in order to positively impact student achievement and personal functioning.
5. Ability to communicate clearly and effectively, both orally and in writing, with children and adults.
6. Commitment to remain current in content knowledge and teaching strategies.
7. Ability to relate well with students, colleagues, parents, and staff.

PREFERRED QUALIFICATIONS

1. Certification in CPI Nonviolent Crisis Intervention or other nonviolent intervention certification, or willingness to immediately participate in certification upon hire.
2. Experience in facilitating access to and use of settling areas in a classroom setting.
3. Ability to teach BRIDGES classroom during ESY programming (currently 3 mornings/week for 5 weeks, TWTh mornings) beginning in the 25-26 school year.

RESPONSIBILITIES & ESSENTIAL FUNCTIONS which include but are not limited to:

1. Collaborate with other special education teachers, support staff, administrators, aides and parents in order to monitor student progress and compliance.
2. Coordinate all components of annual reviews (team members, student information, related service provisions, timeliness, follow-up with providers to confirm that IEP attendance, reports and services are being completed).
3. Cooperate with other members of the staff in planning and implementing instructional goals, objectives and methods according to the MA Curriculum Frameworks.
4. Assure that all approved reports are forwarded to parents three days before IEP team meeting, if requested.
5. Participate in IEP meetings within timelines.
6. Complete initial evaluations and re-evaluations in accordance with regulations and best practice and data driven instructional decisions to improve student outcomes and learning experiences across curriculum areas, guided by the Massachusetts Curriculum Frameworks and district standards and requirements.
7. Monitor students’ understanding of curriculum effectively and adjust instruction, materials, or assessments as appropriate.
8. Implement, evaluate and refine instructional practice and assessment in response to student outcomes.
9. Support students’ development of self-regulation and social-emotional learning throughout the school day.
10. Effectively and creatively use technology to engage students in learning and improve student competence and confidence.
11. Demonstrate appreciation for and sensitivity to, the diversity among individuals and ensure equitable opportunities for student learning.
12. Continually seek to improve professional competence through attendance at professional development events, and by self-generated activities that meet district expectations and the requirements for recertification.
13. Share responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district, attending all faculty and committee meetings as required, and district-wide committees as needed.
14. Complete all special education paperwork accurately, confidentially, and within stated timelines according to regulations
15. Test students as necessary during state testing (MCAS), including MCAS-Alt. 
16. Maintain accurate and compliant special education data (ESY, accommodations, amendments, non- attendance forms, class lists, and MCAS Alternative Portfolios, if necessary, etc.)
17. Acknowledge e-mails and voicemails within 24 hours (excluding weekends, holidays, etc.)
18. Other duties as required by the building principal and according to the SEA contract.

EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER. The Seekonk Public Schools strives to provide a safe, respectful, and supportive learning environment in which all students can thrive and succeed in its schools. The Seekonk Public Schools prohibits discrimination on the basis of  race, to include traits historically associated with race, including, but  not limited to, hair texture, hair type, hair length and protective hairstyles, sex, age, gender identity, disability, religion, national origin, limited English proficiency, sexual orientation, pregnancy or  pregnancy related conditions or homelessness. and ensures that all students have equal rights of access and equal enjoyment of the opportunities, advantages, privileges, and courses of study.