Centralized Special Education Teacher SY

This vacancy is a one-year, temporary position. It is not a permanent role and is only available for the duration of the upcoming school year. Hired candidates may be excessed or non-renewed at the end of the year. Please note that this is a one-year only opportunity.

Educators hired into this position will provide direct services to students with IEPs in general education classrooms in schools. These teachers will be deployed at the discretion of the Superintendent or their designee to schools if there is an increase in need. This is a one-year position without attachment rights.

Boston Public Schools seeks an exceptional Special Education Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to provide exemplary services to accelerate learning outcomes for students with disabilities.

In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.

Reports to:

Office of Specialized Services

Responsibilities

• Flexible Deployment:
  Serve as an itinerant special education teacher, assigned to one or more BPS schools during the school year based on system-wide needs identified by central administration.
• Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.
• Provide assurance for the delivery of specially designed instruction to meet the diverse needs of students with disabilities
• Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
• Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) 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, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
• Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.
• Maintain clear communication with students, families, and colleagues regarding student progress and strategies for support.
• Provide assistance for students transitioning to adult living services where appropriate.

Core Competencies :
Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

• Sets ambitious learning goals for all students that are aligned to content standards, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

(II-A-3…