Special Educator - High School

Segue Institute for Learning Public Charter School District Position: Certified Teacher Special Educator, High School Location: Legacy Charter High School - Pawtucket, RI Position Type: Full-Time Position; 11-month (August 1st - June 30th) Salary Range: Aligned to Teacher Salary Scale This job description has been prepared to assist in evaluating various classes of responsibilities, skills and working conditions. It indicates the kinds of tasks and levels of work difficulty required of the Certified Teacher Special Educator, High School at the Segue Institute for Learning. It is not intended to limit or modify the right of any supervisor to assign, direct and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty. REPORTS TO: School Principal SCHOOL MISSION: The mission of the Segue Institute for Learning is to foster a community where students take ownership of their education. Segue scholars receive a rigorous academic experience that prepares them to excel in the high school and eventual college setting of their choice. At Segue, we believe that all of our students are AT PROMISE, versus being labeled At Risk. The Segue Institute for Learning is a safe and nurturing environment that promotes diversity, encourages individual growth and allows students to view themselves as citizens of change in their homes and community. POSITION OVERVIEW: The Segue Institute for Learning Public Charter School District is seeking a dedicated and qualified Certified Teacher Special Educator, High School to join our team. This position will play a critical role in supporting the district’s mission of providing high-quality education to all students. The ideal candidate will be passionate about education, committed to student success, and capable of working collaboratively in a dynamic environment. The teacher will assume responsibility for providing specialized learning experiences and supervision of student(s) with disability in a supportive and positive classroom climate that complies with the mission of the Segue Institute for Learning. GENERAL RESPONSIBILITIES: Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects, and modifies instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs. Collaborates to develop, align and modify curriculum and assessments as needed. Maintains effective and efficient record keeping procedures. Provides a positive environment in which students are encouraged to be actively engaged in the learning process. Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis. Collaborates with peers to enhance the instructional environment. Models professional and ethical standards when dealing with students, parents, peers, and community. Ensures that student growth and achievement is continuous and appropriate for age group, subject area, and/or program classification. Establishes and maintains cooperative working relationships with students, parents, and community. Assumes responsibility for meeting his/her course and school-wide student performance goals. Demonstrates gains in student performance. Participates in professional development opportunities. Uses data to inform instruction and decisions Participates in regular team meetings Is an expert in their content Gathers and maintains data about academic and behavior performance of students Assess content knowledge/skills and learner qualities of students Analyzes their own instructional practices for effectiveness as well as their peers' Implements PBIS and Restorative Practices Regularly conferences with families about student growth and performance Develop and implement Individualized Education Programs for students on caseload. Administrator on-going progress monitoring probes to assess students' growth in areas addressed within IEPs. Ensure implementation of comprehensive related services as outlined in students' IEPs. Works collaboratively with general education teachers to provide an instructional program aligned to the regular education curriculum and Common Core State Standards. Implement modification and accommodations as outlined in students' IEP. Maintain records indicating progress of students' growth within each short term benchmark within the IEP. Report progress to parents/caregivers quarterly. Facilitate Annual Review of students' IEPs and Re-evaluations when needed. Comply with Rhode Island Special Education regulations and Federal laws (IDEA). Demonstrates an understanding of school policies and procedures. Exhibit attributes of reliable attendance, promptness, and dependability. Case Manager Responsibilities: Key: Applies to (T- Gen Ed teachers, ST – Special Ed teacher, TP – Teaching Partners, SS – School Social Worker) Identifying the needs of the individual, and completing related documentation. (All) Gathering information from other sources, such as family members, medical providers, social workers, and educators (if necessary) to form a complete assessment of the eligible individual.(All) Development (and periodic revision) of a specific care plan based on the information collected through the assessment, that includes the following: (All) Specifies the goals and actions to address the medical, social, educational, and other services needed by the eligible individual. (All) Includes activities such as ensuring the active participation of the eligible individual and working with the individual (or the individual’s authorized health care decision maker) and others to develop those goals. (ST, SS) Identifies a course of action to respond to the assessed needs of the eligible individual. (All) Referral and related activities (such as scheduling appointments for the individual) to help the eligible individual obtain needed services, including activities that help link the individual with medical, social, and educational providers or other programs and services that are capable of providing needed services to address identified needs and achieve goals specified in the care plan. (4) Monitoring and follow-up activities, including activities and contacts that are necessary to ensure that the care plan is effectively implemented and adequately addresses the needs of the eligible individual and which may be with the individual, family members, service providers, or other entities or individuals and conducted as frequently as necessary, and including at least one annual monitoring, to help determine whether the following conditions are met: (ST, SS) Services are being furnished in accordance with the individual's care plan. (All) Services in the care plan are adequate. (ST, SS) There are changes in the needs or status of the eligible individual. Monitoring and follow-up activities include making necessary adjustments in the care plan and service arrangements with providers.” (SS and ST) SKILLS: Strong communication and interpersonal skills Proficiency in technology and educational tools Ability to manage a classroom and engage students effectively Strong problem-solving and organizational skills