High School Special Education Teacher; Math Focus

Argosy Collegiate Charter School (ACCS) proudly provides a tuition‑free, college preparatory, small school environment for scholars to grow, learn, and develop collegiate dispositions and capacities. We offer a wall‑to‑wall early college program open to all learners and focused on transforming college and career readiness for our scholars.

The Special Education Teacher requires a multi‑talented, flexible, creative individual committed to Argosy scholars success to and through college. The Special Education Teacher has knowledge and experience helping scholars with disabilities find academic success, and requires a lens for both immediate scholar needs as well as working with scholars as they prepare for post‑secondary success. The Special Education Teacher uses his/her knowledge of compliance to develop accommodations and modifications necessary for scholars to access curriculum.

The Special Education Teacher prepares for and participates in IEP team meetings. He/She works with the Special Education Team Chair, the Director of Student Support, and school administration to ensure an effective, 100% compliant, and responsive special education department for Argosy Collegiate Charter School.

• Teaching experience preferred in an urban or charter school setting with proven track record for closing the achievement gap; 3+ years of work experience in education (preferred)
• Bachelor's degree in education or content area (required) or Master's degree in education or related fields (preferred)
• Completion of the required MTELs per DESE requirements
• SEI endorsement by the end of the first year of employment
• Knowledge of special education compliance
• Experience accommodating and modifying curriculum to allow curriculum access
• Experience working on teams and collaborating with professionals
• Knowledge of state and federal compliance regulations

• Create and execute rigorous daily lesson plans that align to MA Common Core Frameworks and support scholars toward high levels of academic achievement in co‑taught inclusion settings and small group targeted instruction.
• Utilize a range of data sources to drive instruction, plan for supports and interventions, and develop responsive lesson plans.
• Use a variety of informal and formal assessment methods, including common interim assessments, to measure students' learning, growth, and progress toward achieving state/local standards.
• Provide varied and differentiated instruction to meet scholars where they are and challenge and motivate them to meet their full potential. This includes innovative use of co‑teaching models with general education and English language teachers.
• Develop comprehensive Individual Education Plans that include clear, measurable goals and creatively meet the unique needs of each scholar.
• Effectively communicate and collaborate with scholars, families, and colleagues in ways that exemplify the Argosy Collegiate DREAM values.

• Engage with families in a way that is culturally responsive and collaborative to ensure that all families are welcome and can contribute to the classroom, school, and community's effectiveness; work with staff to identify and remove barriers to families' involvement, including but not limited to families with limited access to technology, and families whose home language is not English.
• Establish ongoing relationships with community organizations, community members, and businesses either individually or through district initiatives and partnerships; engage them to maximize community contributions for school effectiveness.
• Support educators to identify each student's academic, social, emotional, and behavioral needs, including students with disabilities and English learners, and collaborate with families to address student needs, utilizing resources within and outside of the school.
• Support families in understanding district and school‑based policies and resources that ensure student learning and achievement through the IEP process.
• Set clear expectations for and provide appropriate supports to educators regarding regular, two‑way, culturally proficient…