Special Education Inclusion Teacher

REPORTS TO: Building Principal/Director of Student Services

OVERVIEW:

Our Mission Statement: Palmer Public Schools will be a community that develops life-long learners by engaging in a rigorous curriculum which creates opportunities for academic and social/emotional growth of all students through a safe, supportive and collaborative environment.

Our Theory of Action: If we improve student, faculty and staff well-being and provide students with a challenging curriculum delivered through rigorous, engaging instruction with learning experiences intentionally designed to meet the needs of each student, then we will have prepared all students to be life-long learners who will contribute positively to society.

ACCOUNTABILITY OBJECTIVE:

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in an inclusion setting.

QUALIFICATIONS:

Bachelor’s degree required; Master’s degree preferred

Required: MA Licensure as Teacher of Students with Moderate Disabilities (5-12)

Required: Highly qualified in general curriculum

Knowledge of MA Curriculum Frameworks and integration of state frameworks into local curricula and instruction for reading, written language, mathematics, & functional skills

Knowledge and training in structured reading methodology preferred

Educational background or experience with differentiated instruction in an inclusive setting, including proven skills in classroom management, co-teaching and instructional strategies

Citizenship, residency or work VISA in United States required.

PRINCIPAL ACCOUNTABILITIES:

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in a self-contained setting.

• Experience with behavioral therapeutic techniques with a diverse population preferred.

• Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.

• Collaborate with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.

• Promote and assist in the implementation of research-based strategies to ensure the transition and generalization of students’ academic and social goals within the regular education environment and throughout the school.

• Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills academic needs, vocational abilities, etc.) for purpose of providing feedback to students, parents and administration.

• Serve as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the Team process (conducting Annual Reviews, conferencing w/parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.

• Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.

• Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning

• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.

• Guides the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units and projects.

• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor as required by the teachers’ contract.

• Strives by instruction and action to implement the district’s philosophy of education, instructional goals and objectives and performance expectations.

• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.

• Diagnoses the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.

• Takes all necessary necessary and reasonable precautions to protect students, equipment, materials, and facilities.

• Follows the Palmer Public Schools code of conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in a fair and just manner.

• Plans and supervises assignments for paraprofessionals, and makes written evaluations as required.

• Maintains an expectation as a professional.

• Takes an active part in the contractually-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.

• Attends building and district meetings to promote communication and mutual decision making among the staff; said meetings to be held during the extended day.

• Attend established traditional school sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and the faculty consistent with the teachers’ contract.

• Contribute to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.

• Strives to maintain and improve professional competence.

• Provide supervision to assigned paraprofessionals.

• Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.

• Consult with staff and administration on instructional/student issues as an active, participatory Team member.

• Perform other duties as reasonably required.

The salary for this position is: according to contract

All positions are subject to qualifications, duties and rates of compensation presently in force, and subject to appropriate funding.

OVERVIEW:

Our Mission Statement: Palmer Public Schools will be a community that develops life-long learners by engaging in a rigorous curriculum which creates opportunities for academic and social/emotional growth of all students through a safe, supportive and collaborative environment.

Our Theory of Action: If we improve student, faculty and staff well-being and provide students with a challenging curriculum delivered through rigorous, engaging instruction with learning experiences intentionally designed to meet the needs of each student, then we will have prepared all students to be life-long learners who will contribute positively to society.

ACCOUNTABILITY OBJECTIVE:

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in an inclusion setting.

QUALIFICATIONS:

Bachelor’s degree required; Master’s degree preferred

Required: MA Licensure as Teacher of Students with Moderate Disabilities (5-12)

Required: Highly qualified in general curriculum

Knowledge of MA Curriculum Frameworks and integration of state frameworks into local curricula and instruction for reading, written language, mathematics, & functional skills

Knowledge and training in structured reading methodology preferred

Educational background or experience with differentiated instruction in an inclusive setting, including proven skills in classroom management, co-teaching and instructional strategies

Citizenship, residency or work VISA in United States required.

PRINCIPAL ACCOUNTABILITIES:

• Implement and adapt direct/explicit academic and specially designed instruction across content areas using multi-sensory teaching, differentiated strategies, including use of modified content, methodology, and performance criteria as needed, as well as assistive/educational technology in the classroom, for designated students receiving services in a self-contained setting.

• Experience with behavioral therapeutic techniques with a diverse population preferred.

• Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.

• Collaborate with grade level classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.

• Promote and assist in the implementation of research-based strategies to ensure the transition and generalization of students’ academic and social goals within the regular education environment and throughout the school.

• Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills academic needs, vocational abilities, etc.) for purpose of providing feedback to students, parents and administration.

• Serve as contact person for designated caseload, including completion of all associated paperwork (monitoring student performance, writing IEPs/progress reports, etc.), management of the Team process (conducting Annual Reviews, conferencing w/parents/Team members, etc.), and maintenance of communication between teachers, specialists, families, and any outside providers.

• Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.

• Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning

• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.

• Guides the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units and projects.

• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor as required by the teachers’ contract.

• Strives by instruction and action to implement the district’s philosophy of education, instructional goals and objectives and performance expectations.

• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.

• Diagnoses the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.

• Takes all necessary necessary and reasonable precautions to protect students, equipment, materials, and facilities.

• Follows the Palmer Public Schools code of conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in a fair and just manner.

• Plans and supervises assignments for paraprofessionals, and makes written evaluations as required.

• Maintains an expectation as a professional.

• Takes an active part in the contractually-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.

• Attends building and district meetings to promote communication and mutual decision making among the staff; said meetings to be held during the extended day.

• Attend established traditional school sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and the faculty consistent with the teachers’ contract.

• Contribute to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.

• Strives to maintain and improve professional competence.

• Provide supervision to assigned paraprofessionals.

• Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.

• Consult with staff and administration on instructional/student issues as an active, participatory Team member.

• Perform other duties as reasonably required.

The salary for this position is: according to contract

All positions are subject to qualifications, duties and rates of compensation presently in force, and subject to appropriate funding.

Position Type:Full-time

Job Categories:

Special Education > Mild/Moderate Disabilities

• QUALIFICATIONS:
  
  Bachelor’s degree required; Master’s degree preferred
  
  Required: MA Licensure as Teacher of Students with Moderate Disabilities (5-12)
  
  Required: Highly qualified in general curriculum
  
  Knowledge of MA Curriculum Frameworks and integration of state frameworks into local curricula and instruction for reading, written language, mathematics, & functional skills
  
  Knowledge and training in structured reading methodology preferred
  
  Educational background or experience with differentiated instruction in an inclusive setting, including proven skills in classroom management, co-teaching and instructional strategies
  
  Citizenship, residency or work VISA in United States required
• Citizenship, residency or work visa required

There are no application questions required for this job posting.

• Holly-Beth Riopel
• 4107 Main Street
• Palmer, Massachusetts 01069
• Phone: 413-283-4300
• Fax: 413-283-2619
• Email: