Middle School - Special Education Teacher

QUALIFICATIONS: 1.Secondary Special Education Teacher Certification Granted by the Rhode Island Department of Education 2.Experience providing Specially Designed Instruction (SDI), developing and implementing Individualized Education Programs (IEPs) and collaborating on a multi-disciplinary team. 3.Master’s Degree preferred #4 Certified in Orton Gillingham or willing to become certified To support Barrington's commitment to diversity, and to foster inclusion, respect, and equity in education, the successful candidate will be selected from a diverse pool of candidates from a cross-section of races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity. REPORTS TO: Building Administrator/Director of Pupil Personnel JOB GOAL: To provide special education to support the academic achievement, social/behavioral skills and emotional well-being of Barrington students. JOB DESCRIPTION: This position entails providing and coordinating a configuration of services and supports to students with IEPs. PERFORMANCE QUALIFICATIONS: Demonstrates expertise in the area of special education through teaching, collaborating, consulting, performing assessments and developing Individual Education Programs (IEPs). PERFORMANCE RESPONSIBILITIES OF ELEMENTARY SPECIAL EDUCATION TEACHER: 1.Adheres to federal and state special education regulations. 2.Communicates high and clear expectations for students. 3.Instills a growth mindset in students. 4.Fosters independence and grit in all learners. 5.Evidences knowledge and understanding of high and low incidence disabilities. 6.Demonstrates knowledge and skills in providing Specially Designed Instruction (SDI). 7.Provides special education to students in the general education classroom and special class settings. 8.Provides evidence-based academic instruction and interventions in accordance with ESSA and student IEPs. 9.Demonstrates knowledge and skills in providing evidenced-based interventions in the areas of executive functioning and social/emotional and behavior. 10.Demonstrates knowledge and skills in providing transition services. 11.Administers and/or analyzes a variety of assessments (e.g. academic achievement, diagnostic, screening, progress monitoring, observations, etc,) shares findings with key stakeholders and interprets test data in order to support student performance. 12.Develops, implements and monitors meaningful and measurable Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs) to meet the unique needs of students with disabilities. 13.Provides consultation to teachers regarding the unique and individualized needs of their students, including the provision of accommodations and modifications. 14.Coordinates the support services of Teacher Assistants for students on caseload. 15.Communicates regularly with students and parents regarding the student’s academic, behavioral, social/emotional needs and progress; communicates immediately when there are urgent concerns. 16.Serves as a member of Evaluation and IEP Teams. 17.Demonstrates skills in facilitating meetings. 18.Collects and analyzes student progress monitoring data on a regular basis to make instructional decisions. 19.Communicates regularly with Building Administrators and Director and Assistant Director of Pupil Personnel. 20.Has solid knowledge of the Common Core State Standards. 21.Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. 22.Identifies student needs and cooperates with other professional staff members in helping students solve health, attitude, and learning problems. 23.Maintains thorough records for each student. 24.Attends staff development programs, curriculum development meetings, and other professional activities. 25.Collaboratively creates and implements performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration. 26.Disseminates accurate and positive information about the schools’ and district’s goals and initiatives in a variety of print and electronic formats. 27.Supports positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district. 28.Creates instructional opportunities that reflect an understanding of how children learn and develop. 29.Utilizes an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences. 30.Designs lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration, discovery, and hands-on activities and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence. 31.Creates learning groups in which all students learn to work collaboratively and independently. 32.Uses a variety of communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, to collect and share information, and to enrich discourse in the classroom and the school. 33.Provides students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals. 34.Takes responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning. 35.Interacts with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct. 36.Exhibits attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Completes all requested forms, reports, and data collections in an accurate and timely manner; Performs the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests. 37.Performs other duties as may be assigned by the Principal or other appropriate administrators and/or necessary to perform the functions of the position. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Per Teacher Contract EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff. To support the Barrington's commitment to diversity, and to foster inclusion, respect, and equity in education, the successful candidate will be expected to include people of all races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity.