SPECIAL EDUCATION TEACHER

Helen Y. Davis Leadership Academy Charter Public School ( learn more )

Boston, Massachusetts ( map )

Job Details

  • Job ID: 3250520
  • Application Deadline: Posted until Filled
  • Posted : March 20, 2020
  • Starting Date: August 10, 2020

Job Description

Job Details

Title: Special Education Teacher

Description: Helen Y. Davis Leadership Academy Charter Public School “the Academy” is a standalone middle school that serves grades 6-8 in the Dorchester neighborhood of Boston. The Academy embodies the traditions and values of an Historically Black College and University (HBCU). Our school values are founded in a belief that the most impactful way to close the achievement gap is through great teaching, high expectations for all students, and a curriculum that is rigorous and cultural-based, to reflect the students and families that we serve. We believe that our student’s academic achievements are bolstered when provided the opportunity to participate in meaningful enrichment programming in the arts and athletics. The Academy’s core values are personal excellence, intellectual curiosity, integrity, compassion, respect, and community citizenship. Successful candidates possess a passion for teaching, a sense of urgency in closing the achievement gap, and an understanding of current and ongoing social and ethical dynamics as it pertains to populations of young people whose communities have historically been underserved and marginalized by the educational system. In addition to traditional teacher responsibilities, all teachers at the Academy are expected to adhere to an extended school day schedule, as well as extended school year calendar.

Mission: Our mission is to develop high achieving students of good character who use problem solving, communication, and interpersonal skills to inspire others and to catalyze educational, economic, and political advancement within their communities and the broader nation.

Reports to: Principal

Responsibilities:

  • Implement the Academy's goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development
  • Provide small group instruction to students diagnosed from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum
  • Provide inclusion services in English language arts and mathematics
  • Write and implement goals and objectives consistent with students Individualized Education Plan (IEP) and provide timely and regular progress reports on student development
  • Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development
  • Collaborate as a team member within the school building in supporting other staff members in responding to students need for modification
  • Provide assistance to transition to adult living services as appropriate
Core Competencies: Using the Massachusetts Department of Elementary and Secondary Education’s Model System for Educator Evaluation, Specialized Instructional Support Personnel, the Academy has identified priority skills and abilities that all teachers should possess:

Standard I: Curriculum, Planning, and Assessment

(I-A-1. Professional Knowledge, I-A-4. Well-Structured Units and Lessons, I-B-2 Adjustments to Practice)

  • Demonstrates sound knowledge and understanding of professional content and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.
  • Develops well-structured lessons (which may include individual and group activities or sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing sequence, activities, materials, resources, technologies, and grouping.
  • Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions, supports, and programs for students.
Standard II: Teaching All Students

(II-A-1. Quality of Effort and Work, II-A-3. Meeting Diverse Needs, II-B-1. Safe Learning Environment, II-C. Student Learning Indicator, II-D-2. High Expectations)

  • Consistently defines high expectations for the quality of student work and behavior, and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice, and/or models appropriate behavior.
  • Uses appropriate practices, including tiered instruction, scaffolded, and other supports, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those students with disabilities, and English learners.
  • Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
  • Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.
  • Effectively models and reinforces ways that students can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability.
Standard III: Family and Community Engagement

(III-A-1. Parent/Family Engagement, III-C-2. Culturally Proficient Communication)

  • Uses a variety of strategies to support families to actively participate in the classroom and school community.
  • Always communicates respectfully with families and demonstrates understanding of sensitivity to different families home languages, cultures, and values.
Standard IV: Professional Culture

(IV-E-1. Shared Responsibility, IV-F-2. Reliability and Responsibility)

  • Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.
  • Consistently fulfills all professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school
Qualifications – Required:

  1. Education: Hold a Bachelor’s degree.
  2. Hold a valid Massachusetts Teaching License in English at the appropriate level and hold an SEI endorsement or dual certification in English as a Second Language.
  3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
  4. Ability to meet the Standards of Effective Teaching established by the Academy as outlined above.
  5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualifications – Preferred:

  1. Experience teaching in urban schools.
  2. Degree in Special Education.
  3. Degree in Education or relevant content field.
  4. The Academy values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. The Academy is particularly interested in candidates who are fluent in one of the following languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, and Somali.
  5. In order to best serve all students, the Academy prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Equal Opportunity Employer
Helen Y. Davis Leadership Academy Charter Public School is committed to the equal treatment of all individuals. We do not discriminate on the basis of race, color, sex, sexual orientation, gender identity, age, national origin, physical or mental disability, religion, veteran status, homelessness or any other class of individuals protected from discrimination under state or federal law in any aspect of enrollment, student activities or employment.

Salary Range: 1.0 FTE

Location: Dorchester, Massachusetts
  • Position Type: Full-time
  • Positions Available: 1
  • Job Categories : Classroom Teacher > Middle Grades
    Special Education > General Special Education
  • Equal Opportunity Employer

    0

    Job Requirements

    • Bachelor degree preferred
    • Citizenship, residency or work visa required

    Contact Information

    • Arturo Forrest, Princpal
    • 23 Leonard St
    • Boston, Massachusetts 02122

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