Teachers are responsible for communicating knowledge to students in an interesting, stimulating, and effective manner. He or she will understand and implement the integrated projects based curriculum and the Core Knowledge Sequence using a variety of instructional strategies, curricular and scaffolding resources to guide learning. The teacher works as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities.  Teachers will administer different forms of student assessments, communicate with parents and other team members about student progress, and plan for further instruction. They will be reflective about their own practice and act as a coach for their team members when necessary. Teachers will work to integrate technology into their teaching and professional activities.

The teacher will:

►  Implement school and district policies and procedures

►  Implement the integrated projects based curriculum

►  Implement the Core Knowledge Sequence across all core academic content areas in Grades K-5;

►  Implement school’s performance standards

►  Collaborate with team on curriculum and student needs

►  Create and work toward ongoing communication with parents

►  Work on curriculum development, in addition to implementation

►  Integrate technology into instructional program and demonstrate professional use

►  Serve on at least one building-level committee

►  Act as a coach to other teachers on the team in areas of personal expertise

►  Mentor younger teachers, as needed

Requirements:

►  Appropriate bachelor level degree, preferably in a subject area (i.e., mathematics, chemistry, literature, history, etc.)

►  Appropriate Indiana State teacher certification (or eligibility for certification)

►  At least two years of classroom experience with a satisfactory rating

►  Willingness to specialize in a subject area

►  Positive professional recommendations from no less than three (3) individuals who thoroughly know the candidate

►  A coherent, high-quality essay written in response to the question, “How do quality educators define success in education in 21^st Century inner-city schools?”

Additional school specific qualifications:

►  Positive ratings by three prior employers, with one being a direct supervisor

►  Successful demonstration (descriptive narrative) of teaching strategies and classroom management skills (e.g., creative instructional strategies, articulate communication of information, positive interactions with students, and overall organization of learning environment), as seen during a classroom observation by a partnership mentor or school director

PSoE-CFA’s special education support teachers are expected to exhibit the same skills, knowledge, and qualities required of the general classroom teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. In addition, special education support teachers are expected to:

Intensify Curriculum:

►  Show an understanding of Core Knowledge in order to coordinate with classroom teachers

►  Show increasing skill with all aspects of the school’s curriculum, intensifying and tailoring these for students with disabilities affecting learning, attention, social functioning, and self-regulation

►  Show commitment to refining curriculum approaches and materials to increase students’ involvement and progress

►  Show persistence in learning new and specialized approaches for atypical learners

Intensify Instruction:

►  Provide strategic instruction for students with disabilities affecting learning, attention, social functioning, and self-regulation, 1-to-1 or in small groups, within the classroom or through time-limited, focused pull-asides

►  Keep fine-grained track of the individual progress of students with disabilities

►  Provide instructional intensity, feedback, and opportunities for practice for students with disabilities across the school’s learning environments (classrooms, specials, hallways, lunch, playground, instructional assistants, etc.)

►  Engage technology creatively for individual students’ learning and for tracking individual progress

Support Instruction across the School:

►  Establish working relations with colleagues, developing effective systems for reciprocal communication about students with special needs. This includes meeting regularly with team teams and focusing them on instructional solutions, as well as collaborating with teachers individually

►  Contribute to strengthening school-wide supports for all students, working together with classroom and “specials” teachers so that students with difficulties and vulnerabilities become increasingly active and successful

►  Provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties

►  Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials

►  Demonstrate creativity, flexibility, and perseverance in dealing with learning, behavioral, family, and classroom situations that are not easily untangled

Communicate:

►  Maintain productive communication about the special education support program with your school director, teaching colleagues, and other school staff

►  Contribute to the improvement of instruction within the school by communicating ideas within and across classrooms and teams, making productive use of teacher resource materials

►  Contribute to the improvement of instruction across the school’s partnership network by communicating and sharing ideas, insights, needs, and perplexities

Comply with Special Education Laws and Procedures:

►  Be knowledgeable of, and comply with, relevant state and local regulations governing special education, including placements, time lines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards

►  Provide ongoing support for the parents of students with disabilities, informing them of special education rights and procedures, as well as exchanging insights about the needs and progress of their children

►  Demonstrate organizational skills for keeping track of students in different settings, special education paperwork, ongoing anecdotal commentary, instructional trials, planning, etc.

►  Maintain current demographics regarding all students on IEPs, as well as those in the referral process

►  Provide leadership as a standing member of the school leadership team

►  Provide leadership as a member of the GEI team

►  Coordinate related service providers within the school

►  Promote communication, encouraging frequent and useful exchanges about meeting the needs of students with learning, attention, and behavioral problems

►  Oversee anecdotal record keeping and progress tracking of each student with disabilities and tracking of SES teacher-student contacts

►  Coordinate assessment of students referred for special educational evaluation

►  Coordinate IEP development and updating, annual reviews, and triennials

►  Coordinate parent communications and support sessions regarding their child with special needs

►  Coordinate professional development activities for increasing classroom effectiveness for students with learning, attention, and behavioral difficulties

►  Maintain productive communication about the special education support program with relevant local and/or state special education authorities

►  Provide the school director and other decision makers in the school with information regarding relevant state and local regulations governing special education, including placements, time lines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards

Requirements:

►  Bachelor’s degree (master’s degree preferred)

►  Certification in Special Education

►  Experience working with students with disabilities

►  Positive professional recommendations

Please attach your resume!