Anticipated Grade 4 Elementary Special Education Teacher (Inclusion)

Anticipated Grade 4 Elementary Special
Education Teacher (Inclusion)

Elementary Special Education teachers are responsible for utilizing research-based
pedagogical strategies to teach and engage diverse groups of Special Education Students in
grade K-5. 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 in 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.

Required Education/Experience:

- A Bachelor’s degree in Education from an accredited institution in Special Education
or related field
- Massachusetts Department of Elementary and Secondary Education Certification as a
PreK-8 Moderate Special Needs Teacher
- SEI Endorsement

Preferred Education/Experience:

- Master’s Degree in Education and/or Special Education
- 3 or more years of teaching experience
- Dual Licensure in Special Education and/or English as a Second Language
- Experience working in an urban public school setting
- Coursework in literacy instruction and/or Applied Linguistics
- Experience working with students with disabilities and multilingual learners
preferred.
- Proficiency in reading, writing, and speaking in another language in addition to
English.

Essential Duties:

- Plan for several models of inclusion, including co-teaching, push-in support, and
standalone instruction.
- Plan and facilitate lessons aligned with Massachusetts Curriculum Frameworks for
Math, ELA, Social Studies, and Science and district-provided curriculums that are
also consistent with students' goals on their IEPs.
- Use the district's available technology and virtual curricula to create engaging
lessons and support linked with 21st-century skills.
- Manage classroom behavior with Positive Behavior Intervention Strategies that
motivate students, limit disruptions, and create a sense of belonging.

- Incorporate social-emotional learning standards and curriculum that promote a sense
of belonging, inclusion, self-confidence, team-building, and informed decision-
making.
- Utilize inclusive practices and SEI strategies for multilingual learners.
- Using evidence-based, culturally and linguistically sustaining instructional practices
to provide equitable opportunities for grade-level learning.
- Collaborate and co-plan with grade level content teachers and ESL teachers to
provide the highest quality instruction and support for Special Education Students.
- Incorporate language activities that align with the WIDA Standards into content
instruction, including listening, speaking, reading, and writing, to meet the needs of
multilingual learners.
- Administer assessments and utilize available data to make instructional decisions
that target students' academic and linguistics needs, including MCAS and ACCESS, as
well as DIBELs and other literacy and math formative and summative assessments.
- Proctor assessments for students on exams, including MCAS and ACCESS.
- Creates and maintains a safe, supportive, and inclusive environment by establishing
classroom routines and systems to support student learning.
- Communicate with students’ families regularly using culturally responsive strategies
that promote two-way conversations.
- Employ a strong growth mindset and participate in professional development
relevant to urban education's challenges to close opportunity gaps.
- Collaborate with school adjustment and guidance counselors to support students'
social, emotional, and mental health needs.
- Collaborate with special education leadership and teacher colleagues to review IEPs
and ensure all accommodations are consistently and adequately 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, as assigned by the school Principal
and/or Assistant Principal.

Salary:

Salary for this position will be based on the Everett Teachers Association Collective
Bargaining Agreement.

Everett Public Schools is committed to maintaining a work and learning environment free
from discrimination on the basis of race, color, religion, national origin, pregnancy, gender
identity, sexual orientation, marital/civil union status, ancestry, place of birth, age,
citizenship status, veteran status, political affiliation, genetic information or disability, as
defined and required by state and federal laws. Additionally, we prohibit retaliation against
individuals who oppose such discrimination and harassment or who participate in an equal
opportunity investigation.