Grades 6-8 Substantially Separate Classroom Teacher

Grades 6-8 Substantially Separate Classroom Teacher

Description:

The grades 6-8 substantially separate classroom teacher is a special education teacher responsible for the programming and implementation of Individualized Education Program services for students with cognitive developmental disabilities in a small group setting. The Sub-Separate Teacher will work collaboratively with ancillary services providers and paraprofessionals to improve performance of students using evidence-based practices. Primary responsibility shall include student safety and appropriate collaboration and attention to each student’s readiness to learn.

Requirements:

Bachelor’s Degree in Education/Special Education

MA Licensure-PreK-8 Moderate Disabilities or Severe Disabilities

SEI Endorsement

Preferred Requirements:

Master’s Degree

3 years experience working with students with developmental disabilities

Experience in applying the principles of Applied Behavior Analysis

Responsibilties:

Create a safe and respectful learning environment with clear and consistent schedules and routines

Daily application of the basic principles of ABA

Plan and facilitate lessons and accommodations for in person learning that are aligned with State Standards

Collaboration with general education teachers and other special education teachers

Support students in accessing the inclusion setting; promote school-wide respect of differences and inclusion

Create a system for motivating students to perform at their potential, use of positive reinforcement

Follow individual behavior support plans, collect data on behaviors, and consult regarding effectiveness of interventions

Implement de-escalation procedures and respond to challenging behaviors with respect and preserving the dignity of students

Provide social modeling, scripts, and social skills instruction

Support students in toilet training routines

Supervise daily activities of paraprofessionals assigned to the classroom

Collaborate with ancillary service providers (i.e. SLP, OT, PT, BCBA) to provide a whole-child approach to learning

Support students in increasing communication skills including the use of visuals, AAC devices, PECS, etc.

Implement IEP accommodations, collect data on IEP goals, and report out on progress in all areas including academics, behavior, and social skills as required by the Massachusetts Department of Elementary and Secondary Education for students receiving Special Education services

Participate in Team meetings, report out on student progress in parent friendly language, and propose new programming accommodations as needed

Evaluate students as necessary according to their IEP timeline

Two-way culturally responsive ongoing communication with parents

Participation in de-escalation and physical management training as offered by the district when appropriate

The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.