Special Education Teacher MI-Center ; Northeast Campus

Overview

MISSION:
We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.

VISION:
Creating inclusive excellence in public education.

Assignment:
Special Education Elementary Teacher — Self-Contained Multi-Intensive Needs Classroom at Northeast Campus

Reporting directly to the campus principal, our teachers are the heart of our organization—the ones who make the mission come alive for our students. We expect teachers to be caring about the whole child, to plan great lessons, to manage the classroom with nurturing practices, and to collaborate effectively with teammates and families. We look for people with good communication skills, dedication to making a difference for each child, and a growth mindset.

Our special education teachers are also expected to be advocates for inclusion.

Position

Schedule:

Teachers are paid year-round on salary. Student contact days are 177, plus professional development days and parent conference days, totaling a 195-day work year. Work outside those days (planning, reflecting, and pursuing professional growth) is expected. Teachers should be on campus ready for students by 7:50 am and stay until 4:00 pm on days with students; 4:30 pm on Fridays with early release days followed by teacher PD or planning meetings.

Two weeks of professional development occur each summer before school begins.

REPORTS TO:

Campus Principal

DEPARTMENT:
Special Education

SUPERVISES:
Assistant Teachers assigned to the classroom

HIGHLINE OVERVIEW:
Highline Academy is a diverse community striving for academic, civic, and personal excellence. Founded in 2004, Highline is committed to inclusive excellence. Our students come from many countries, speak multiple languages, and represent a range of backgrounds. We are a fully inclusive organization for students with special needs and emphasize a growth mindset, accountability, and collaboration. All employees are expected to read and follow the policies in the employee handbook and review updates annually.

We emphasize a liberal arts education including Art, Music, Spanish, and P.E., with performance groups and robust intervention supports. We expect differentiation, collaboration, and inclusion in all classrooms.

• Special Educator Responsibilities:
  • Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
  • Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.
  • Employs various teaching techniques to enable students to meet their IEP goals.
  • Develops and implements annual IEPs including present levels, needs, goals, and required services.
  • Schedules team meetings and collaborates with child study team members to develop goals and strategies.
  • Coordinates the delivery of special education services in each student's IEP.
  • Creates a positive learning experience with individualized instruction using appropriate sources, including iPads.
  • Serves as primary contact for the parent.
  • Conducts special education evaluations and reevaluations.
  • Provides direction, supervision, and evaluation of educational assistants as directed.
  • Complies with School Board policies and state/federal rules and regulations.
  • Completes all district and state reporting requirements.
• Other Responsibilities:
• Create a positive classroom culture and climate for students and teacher assistants.
• Practice effective classroom management.
• Plan and implement masterful content delivery.
• Practice high-impact instructional moves.
• Demonstrate essential knowledge of students and use of data.
• Demonstrate collaborative engagement with students and colleagues.
• Demonstrate thoughtful reflection, learning, and professional development.
• Special Education Teacher Responsibilities (team-based and inclusion-focused):
• Collaborate with a team of four other special education teachers and three TAs to support students with IEPs; practice inclusion and differentiation.
• Provide individualized education to all students on the caseload; participate in co-teaching with general education teachers at least once a week.
• Progress…