May 2013 - Special Educator e-Journal

Table of Contents

 

  • Calls to Participate

  • Update from the U.S. Department of Education

  • Special Education Resources

  • Update From The National Dissemination Center for Children with Disabilities

  • Latest Employment Opportunities Posted on NASET

  • Upcoming Conferences and Events

  • Funding Forecast and Award Opportunities

  • Acknowledgements

  • Download a PDF or XPS Version of This Issue


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Latest Employment Opportunities Posted on NASET

 

Master Middle School Teachers - $125,000 Salary

New York, NY

Job Category: Master Middle School Teacher

 Master Middle School Teachers - $125,000 Salary - TEP Charter School

 $125,000 SALARY FOR MASTER MIDDLE SCHOOL TEACHERS!

Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, recently featured on the front page of the New York Times: http://www.tepcharter.org/nytimes.php. TEP is a 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City.

Learn more and apply today at http://www.tepcharter.org/apply.php

Open positions: http://www.tepcharter.org/open-teaching-positions.php

  • Social Studies Teacher
  • English Language Arts Teacher
  • Special Education Teacher
  • Mathematics Teacher
  • Science Teacher
  • Physical Education Teacher
  • Music Teacher

 About TEP Charter School

TEP aims to put into practice the central conclusion of a large body of research related to student achievement: teacher quality is the most important school-based factor in the academic success of students, particularly those from low-income families. In singling out teacher quality as the essential lever in educational reform, TEP is uniquely focused on attracting and retaining master teachers. To do so, TEP uses a three-pronged strategy that it terms the 3 R's: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation. For more information, visit us online at http://www.tepcharter.org

 INFO SESSION @ TEP

Thinking about applying for a teaching position at TEP? Attend an in-person information session with TEP's Principal, Zeke Vanderhoek. Take a tour of the school, and learn more about the teacher application process and teaching at TEP.

WHEN: TUESDAY, MAY 7TH @ 6PM
WHERE: TEP CHARTER SCHOOL

 Learn how to RSVP for the event by clicking the following link:http://www.tepcharter.org/session-for-teachers.php

We also have a Live Online Info Session too!
Click here for more information: http://www.tepcharter.org/info-session-for-teachers.php

CONTACT: JOBS@TEPCHARTER.ORG 

 

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Assistant Professor, Childhood Education

Bronx, New York

Job Category: Full Time

 The College of Mount Saint Vincent (Riverdale, New York) seeks an Assistant Professor of Teacher Education with a strong student-centered focus and an earned doctorate to start in Fall 2013. A strong record of teaching experience in diverse collegiate and elementary school settings is preferred. Responsibilities include teaching undergraduate and graduate foundation and curriculum courses, advisement and supervision of students at nearby schools. Knowledge and skill in mathematics, social studies, science and technology are needed.

Terms of appointment and salary are commensurate with credentials and experience.
requirements: Experience working with students with disabilities and/or with second language learners is highly desirable. Additional responsibilities require the candidate to engage in scholarly and professional activities; perform college and department service including program development; assist with TEAC accreditation reviews and outcomes assessment; develop and maintain partnerships with public schools.

AA/EOE

College of Mount Saint Vincent is committed to provide equal opportunity, employment, and advancement opportunities to all individuals. The College of Mount Saint Vincent does not discriminate in employment opportunities or practices on the basis of race, color, religion, gender, sexual orientation, national origin, age, disability, marital status, amnesty, or any other characteristic protected by Federal, State, or Local Laws.

Send your curriculum vitae, cover letter, teaching philosophy, two letters of recommendation and three additional references who can speak to your professional qualifications to HR@mountsaintvincent.edu. Review of applications will begin immediately and continue until filled.

 

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Assistant Professor, Special Education

Bronx, New York

Job Category: Full Time

The College of Mount Saint Vincent (Riverdale, New York) seeks an Assistant Professor of Special Education with a strong student-centered focus, an earned doctorate and a strong record of teaching experience in collegiate and K-12 school settings to start in Fall 2013. Desired qualifications include a minimum of three to five years experience in urban settings of culturally and linguistically diverse populations of students with disabilities. Additional knowledge of the use of assistive technology and expertise in Autism Spectrum Disorder and Applied Behavioral Analysis are highly desirable. A successful candidate will demonstrate a strong commitment to scholarship, service and teaching.

The College of Mount Saint Vincent is an academically excellent, authentically inclusive, Catholic and ecumenical liberal arts college with approximately 1,300 undergraduate students and 225 graduate students located in the Riverdale section of New York City. Our beautiful 70-acre campus of rolling lawns and wooded hills overlooking the Hudson River is just 12 miles from midtown Manhattan. Send your curriculum vitae, cover letter, teaching philosophy, two letters of recommendation and three additional references who can speak to your professional qualifications toHR@mountsaintvincent.edu. Review of applications will begin immediately and continue until filled.

Responsibilities include teaching undergraduate and graduate courses, program development, advisement, and supervision at nearby schools. The ability to build strong collaboration between general education and special education faculty is highly desirable. Additional responsibilities require the candidate to engage in scholarly and professional activities; perform college and department service including coordination of special education programs; assist with TEAC accreditation reviews and outcomes assessment; develop and maintain partnerships with public schools. Terms of appointment and salary are commensurate with credentials and experience.

Please send your resume and cover letter to HR@Mountsaintvincent.edu

 

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Video Feedback Reviewers – Tools for Teacher

Flexible Location

Job Category: Part Time, Seasonal

 We are seeking Video Feedback Reviewers with certification in bilingual education, math, science, English, special education or social studies. Reviewers will be TNTP employees based out of a home office anywhere in the United States (flexible location). These positions will start training in the late spring and are expected to last through June 2014 with the possible option to extend. This role requires approximately six hours of work per week during the school year with potentially fewer hours over the summer.

 Requirements:

  • Strong education background and instructional skill set with at least three years K-12 teaching experience (required), preferably in high-need schools or with high-need populations, and a track record of raising student achievement
  • Minimum of 6 hours of availability per week, 8-10 hours per week preferred. Work can be completed during non-standard hours and on weekends
  • Current certification and experience teaching and/or supporting teachers in one of the following areas required: Bilingual education (Spanish), Math, English, Science (General, Biology, Physics, and/or Chemistry), Special Education (primary and secondary), or Social Studies
  • Previous experience observing, evaluating, or mentoring teachers (preferred)
  • A record of setting and achieving ambitious goals
  • Ability to critically assess challenges and identify effective solutions
  • A commitment to producing consistently high quality, detailed work
  • Excellent oral communication and writing skills
  • Ability to work independently and manage multiple responsibilities simultaneously
  • Access to high speed internet connection to complete video review at flexible times

Benefits:

The salary for this position is $25 per hour. TNTP offers a motivated team of dynamic colleagues, a collegial atmosphere that values professional development and valuable feedback, and the chance to impact the direction of a growing, mission-driven company that is committed to the success of our nation's children.

To Apply

Write a detailed cover letter that addresses the following prompts:

1. Briefly describe what you consider to be highly effective teaching. When you observe a highly effective teacher's classroom what do you expect to see?

2. Summarize your experience observing and evaluating teachers.

Please submit your resume and tailored cover letter online at:

http://ch.tbe.taleo.net/CH05/ats/careers/requisition.jsp?org=THENEWTEACHERPROJECT&cws=1&rid=1391

 

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MENTOR TEACHER - Tufts Educational Day Care Center

Somerville, MA

Job Category: Full Time

Tufts Educational Day Care Center is an innovative year-round, full-day educational preschool and kindergarten program for children from within the Tufts community and surrounding cities. TEDCC serves as a laboratory site for the University and is affiliated with the Department of Child Development, School of Arts and Sciences at Tufts University. The center enrolls approximately 82 children ages 2.9-6.

The Mentor Teacher's responsibilities include providing leadership and supervision to a teaching team in the planning and implementation of a dynamic, developmentally appropriate and inclusive program for preschool or kindergarten age children in collaboration with teaching assistants, families, therapists and consultants. Beginning the second year, all mentor teachers and teachers coordinate a center wide program, initiative, or service.

THE MENTOR TEACHER SPECIFICALLY WILL:

  • In leadership of and collaboration with your teaching team, plan and execute an educational program and physical environment which are developmentally sound, multi-culturally relevant, and sensitive to the range of individual differences reflected in your student, staff, and family populations. Adhere to referral procedures when concerned about child/family development.
  • Supervise your teaching team; develop an effective teaching team which usually includes the Mentor Teacher, two full-time teachers, a graduate teaching assistant, and student teacher or field worker; Prepare for and hold weekly team meetings and individual supervision meetings for your direct reports.
  • Attend and contribute to weekly or bi-weekly supervision meetings with the Director and monthly staff meetings; Communicate regularly with the Parent Coordinator, School Coordinator, Special Needs Coordinator and specialists through regularly scheduled meetings, and on an as-needed basis, and let them know well in advance of changes in classroom and child schedules (field trips, special projects, vacation weeks, etc;).
  • Meet with every family prior to or shortly after school starts in the fall. Make every effort to attend school events like picnics, fund-raisers, and evening parent meetings; Communicate regularly with families via daily verbal contact, bi-monthly emails, progress reports, family conferences and telephone calls. Plan Fall Curriculum Open House and other all-classroom parent meetings as warranted. Prepare and present twice yearly evening Child Study meetings for contact children with special needs; as directed, keep the Director, Parent Coordinator, School Coordinator, or Special Needs Coordinator informed of any vital child/family development and information, safety issues, classroom/teacher related issues, buildings and grounds and maintenance concerns.
  • Maintain a safe environment in your classroom, throughout the school and on the playground. Follow policy related to injuries/accidents/incidents by completing appropriate forms for the Director's signature.
  • Create documentation to make learning visible, inform planning of curriculum projects, encourage collective inquiry and reflection among children, teachers and parents. Use technology (digital cameras, computers) to support the documentation process. Use documentation to assess children's interests and development and as a tool to plan and reflect upon the effectiveness of individualize curriculum. Document both daily curriculum plans and activities.
  • Collaborate with Director to define and fulfill responsibilities required for the successful coordination of a center wide program, initiative or service, (e.g. special friends, research, playground, etc ;).
  • Bachelor's degree in Early Childhood Education and/or related field OR a Bachelor's degree in an unrelated field and EEC Lead Teacher Qualification.
  • Three (3) years teaching experience with children who have a wide range of individual differences, including special needs; • EEC Lead Teacher Qualification; For the position of Kindergarten Mentor Teacher: Massachusetts Teacher Certification for Early Childhood with and without Special Needs (PreK-2);   
  • Facility with Microsoft Word, digital tablets, phones and cameras;
  • Excellent oral and written communication skills; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
  • Must successfully complete all appropriate background checks as required.
  • Master's degree in Early Childhood Education or related field.
  • Two (2) years' experience as a Lead Teacher and supervisor of a teaching team.
  • Skill in designing classroom environments.
  • Experience supervising University students.
  • Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
  • Experience with the Project Approach to Curriculum Development.
  • Experience with Documentation and making learning visible for parents, children, and teachers.
  • Experience using media and technology in the classroom.
  • Knowledge of and experience with the principles of Anti-Bias Education.

BASIC REQUIREMENTS:

  • Bachelor's degree in Early Childhood Education and/or related field OR a Bachelor's degree in an unrelated field and EEC Lead Teacher Qualification.
  • Three (3) years teaching experience with children who have a wide range of individual differences, including special needs; • EEC Lead Teacher Qualification; For the position of Kindergarten Mentor Teacher: Massachusetts Teacher Certification for Early Childhood with and without Special Needs (PreK-2);   
  • Facility with Microsoft Word, digital tablets, phones and cameras;
  • Excellent oral and written communication skills; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
  • Must successfully complete all appropriate background checks as required.

PREFERRED QUALIFICATIONS:

  • Master's degree in Early Childhood Education or related field.
  • Two (2) years' experience as a Lead Teacher and supervisor of a teaching team.
  • Skill in designing classroom environments.
  • Experience supervising University students.
  • Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
  • Experience with the Project Approach to Curriculum Development.
  • Experience with Documentation and making learning visible for parents, children, and teachers.
  • Experience using media and technology in the classroom.
  • Knowledge of and experience with the principles of Anti-Bias Education.

SPECIAL WORK SCHEDULE REQUIREMENTS:

Attendance at monthly evening staff meetings, monthly evening parent meetings, twice-yearly individual parent conferences, child study meetings, and SPED meetings - many of which are after shift hours; flexibility in shift hours (8-3, 8:30-3:30, or 10:30-5:30), and the ability to work additional hours when need to meet the requirements of the position.

Tufts University is an AA/EO employer and actively seeks candidates from diverse backgrounds.

Apply Here: http://www.Click2apply.net/md6kh8y

 

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TEACHER - Tufts Educational Day Care Center

Somerville, Massachusetts 02144

Job Category: Professional Services

Tufts Educational Day Care Center is an innovative year-round, full-day educational preschool and kindergarten program for children from within the Tufts community and surrounding cities. TEDCC serves as a laboratory site for the University and is affiliated with the Department of Child Development, in the School of Arts and Sciences at Tufts University. The center enrolls approximately 82 children ages 2.9-6.

The Teacher's responsibilities include providing a dynamic, developmental, inclusive program for preschool or kindergarten age children, working with families, therapists, and team-teaching. Beginning the second year, teachers coordinate a center wide program, initiative, or service and may supervise University undergraduate and graduate students.

THE TEACHER WILL:

  • In collaboration with your teaching team, plan and execute an educational program and physical environment which are developmentally sound, multi-culturally relevant, and sensitive to the range of individual differences reflected in your student, staff, and family populations. Adhere to referral procedures when concerned about child/family development.
  • Work with your Mentor Teacher to develop an effective teaching team which usually includes the Mentor Teacher, two full-time teachers, a graduate teaching assistant, and student teacher or field worker; Participate in weekly team meetings and individual supervision meetings with your Mentor Teacher.
  • Attend and contribute to weekly or bi-weekly supervision meetings with your Mentor Teacher and in monthly staff meetings; Communicate regularly with the Parent Coordinator, School Coordinator, Special Needs Coordinator and specialists through regularly scheduled meetings, and on an as-needed basis, and let them know well in advance of changes in classroom and child schedules (field trips, special projects, vacation weeks, etc;) • Meet with every family prior to or shortly after school starts in the fall. Make every effort to attend school events like picnics, fund-raisers, and evening parent meetings; Communicate regularly with families via daily verbal contact, bi-monthly emails, progress reports, family conferences and telephone calls. Plan Fall Curriculum Open House and other all-classroom parent meetings as warranted. Prepare and present twice yearly evening Child Study meetings for contact children with special needs; as directed, keep the Director, Parent Coordinator, School Coordinator, or Special Needs Coordinator informed of any vital child/family development and information, safety issues, classroom/teacher related issues, buildings and grounds and maintenance concerns.
  • Maintain a safe environment both in the classroom, throughout the school and on the playground. Follow policy related to injuries, accidents and incidents by completing accident/incident logs for the Director's signature. Post all appropriate policies and relevant classroom information in a visible place, including child allergies, emergency response procedures, health and illness policy, attendance sheets, hand washing and toileting procedures, location of first-aid/evacuation bag, and child attendance log. Maintain team meeting minutes and team communication log.
  • Create documentation to make learning visible, inform curriculum projects, and encourage collective inquiry and reflection among children, teachers and parents. Use technology (digital cameras and computers) to support the documentation process.
  • Collaborate with Director to define and fulfill responsibilities required for the successful coordination of a center wide program, initiative or service (e.g. special friends, research, playground, etc;)
  • Bachelor's degree in Early Childhood Education and/or related field OR a Bachelor's Degree in an unrelated field and EEC Lead Teacher Qualification.
  • Minimum of one (1) year teaching experience with children who have a wide range of individual differences, including special needs.
  • Excellent communication skills, both oral and written and oral and written; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
  • Must successfully complete all appropriate background checks as required
  • Skill in designing classroom environments.
  • Experience supervising University students.
  • Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
  • Experience with the Project Approach to Curriculum Development.
  • Experience with documentation and making learning visible for parents, children, and teachers.
  • Experience using media and technology in the classroom.
  • Knowledge of and experience with the principles of Anti-Bias Education.

BASIC REQUIREMENTS:

  • Bachelor's degree in Early Childhood Education and/or related field OR a Bachelor's Degree in an unrelated field and EEC Lead Teacher Qualification.
  • Minimum of one (1) year teaching experience with children who have a wide range of individual differences, including special needs.
  • Excellent communication skills, both oral and written and oral and written; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
  • Must successfully complete all appropriate background checks as required

PREFERRED QUALIFICATIONS:

  • Skill in designing classroom environments.
  • Experience supervising University students.
  • Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
  • Experience with the Project Approach to Curriculum Development.
  • Experience with documentation and making learning visible for parents, children, and teachers.
  • Experience using media and technology in the classroom.
  • Knowledge of and experience with the principles of Anti-Bias Education.

SPECIAL WORK SCHEDULE REQUIREMENTS:

Attendance at monthly evening staff meetings, monthly evening parent meetings, twice-yearly individual parent conferences, child study meetings, and SPED meetings - many of which are after shift hours; flexibility in shift hours (8-3, 8:30-3:30, or 10:30-5:30) and the ability to work extended hours when necessary to meet the requirements of the position.

Tufts University is an AA/EO employer and actively seeks candidates from diverse backgrounds.
Apply Here: http://www.Click2apply.net/6rcstwf

Human Resources
Tufts University
none@no.com
Somerville, Massachusetts, United States, 02144

 

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 Special Education Teacher

Alexandria and Fredericksburg, VA

Job Category: 12 month, Full-time Contract

 Description

Employee's duties include, but are not limited to:

  • Develop and implement Individualized Education Plan (IEP) based on results of psycho-educational and other assessments, including implementing strategies developed by speech, occupational, physical therapists, or other IEP mandated service providers
  • Develop lesson plans on a weekly and monthly basis for each student based on their IEP goals/objectives and in keeping with state requirements (i.e., Standards of Learning/Alternate Assessment)
  • Included with the plans will be a list of materials (i.e., books, manipulative, puzzles, etc.) needed for each lesson
  • Turn in monthly lesson/program plans to the Educational Supervisor on the first of the month. The lesson plans should also demonstrate how each student's IEP objectives are linked to the activity and Standards of Learning and/or Aligned SOLs.
  • Ensure that all materials are available at time of lesson in accordance with lesson plans and plans are disseminated to appropriate staff
  • Carry out behavioral strategies, including crisis intervention in keeping with APTS policies and procedures and regulations governing private special education day schools
  • Process with staff daily to ensure awareness of schedule and instructional activities
  • Administer Standards of Learning and other diagnostic testing as appropriate for level of training and student need
  • Conduct alternate assessments for students requiring them
  • Coordinate and attend IEP and IDT meetings, parent/teacher conferences, and meetings with other professionals, as appropriate and/or required
  • Write quarterly progress reports which include graphs for each student's progress
  • Collect data based on each student's functional assessment and IEP
  • Provide input in the development of each student's Behavior Intervention Plan
  • Bachelor's Degree required, Master's Degree preferred or 30 credits accrued towards Master's degree in education or a related field from an accredited university
  • Collegiate level or Post-Graduate level preferred. Provisional required.
  • Must Possess a Virginia teaching certificate with a Special Education endorsement. In lieu of a complete endorsement, a conditional license may be granted if the teacher is actively working towards completing the endorsement.

Requirements

  • Bachelor's Degree required, Master's Degree preferred or 30 credits accrued towards Master's degree in education or a related field from an accredited university
  • Collegiate level or Post-Graduate level preferred. Provisional required.
  • Must Possess a Virginia teaching certificate with a Special Education endorsement. In lieu of a complete endorsement, a conditional license may be granted if the teacher is actively working towards completing the endorsement.

Physical Requirements

While performing the duties of this job, the employee is regularly required to walk; stand; sit; run; use hand-to-finger, handle or feel objects, tool and student supplies; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; see, talk, and hear. The employee must be able to provide physical crisis management and will occasionally lift and/or move 50 pounds or more with or without assistance.

Salary/Benefits

APTS offers a competitive salary. APTS offers medical/dental health benefits, as well as additional incentives for our employees.

We are proud to be an EEO employer M/F/D/V. We maintain a safe and drug-free workplace and require a pre-employment background screening.

Ask about our free or discounted gym membership as well!!!

Contact

Chelsea Alves
Human Resources
703.766.8708 x112
703.504.2893 fax
calves@aptsprograms.org

 

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Master Educator

District of Columbia Public Schools

Job Category: Master Teacher

Position Overview

We are looking for highly motivated and skilled talent to join our team at the District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.

The DCPS Office of Human Capital establishes and implements the strategic priorities for the recruitment, selection, evaluation, development, and retention of outstanding employees across DCPS, including school-based leaders, educators and administrators, and central office staff members. The Office of Human Capital consists of four divisions focused on Principal Effectiveness, Teacher Effectiveness, Central Office Effectiveness, and Human Resources.

The Division of Teacher Effectiveness works to ensure that a highly effective teacher is in every DCPS classroom. Comprised of two teams – Teacher Effectiveness Strategy and IMPACT – this division is on the cutting edge of the national education policy landscape, looking at teacher and school-based staff quality across our schools.

As part of the IMPACT team, Master Educators work to operationalize the IMPACT performance assessment system by evaluating the instructional performance of teachers in the district. Master Educators have three primary responsibilities: 1) to serve as impartial, third-party evaluators of teacher performance, 2) to provide teachers with targeted, content-specific feedback and resources and 3) to provide instructional capacity to support DCPS reform initiatives.

DCPS is currently hiring for master educators for the 2013-2014 school year in the following content areas:

  • Dual Languages/Bilingual Education
  • Early Childhood Education
  • Elementary (Grades 1-6)
  • English as a Second Language
  • Secondary Math
  • Secondary Social Studies
  • Special Education
  • World Languages

Responsibilities

Specific responsibilities of the master educator role include, but are not limited to the following:

TEACHER OBSERVATIONS

  • Evaluating teacher practice through classroom observations. Each master educator will complete approximately 100 30-minute observations per observation cycle (2 observation cycles per academic year).
  • Maintaining detailed observational records, thoroughly documenting and rating evidence from each observation.
  • Writing detailed reports to accompany each observation. Reports will include explanations of the teacher's ratings, evidence, and suggestions for growth.
  • Conducting one-on-one post-observation conferences with all observed teachers which allow opportunity to dialogue about specific areas of development.
  • Providing targeted professional development to teachers by providing clear and direct feedback, leading content-specific professional development workshops, and connecting teachers with professional development resources.
  • Collaborating with other DCPS departments to further support implementation of the DCPS academic plan, including curricular and professional development design.
  • Collaborating with other members of the Teacher Effectiveness team to reach programmatic goals, including school outreach and master educator recruitment and selection efforts.
  • Attending meetings and on-going trainings as required.
  • Performing other duties as assigned.
  • At least 5 years of teaching experience in a low-income school;
  • Documented evidence of success raising student achievement in a low-income school;
  • Exceptional writing and oral communication skills;
  • The ability to work effectively with others at all levels of an organization and to consistently display a high level of professionalism in all interactions;
  • An ability to critically assess challenges and identify appropriate solutions;
  • Strong organizational skills, including keen attention to detail and the ability to adhere to strict deadlines;
  • Excellent time-management and a willingness to work non-standard hours;
  • Ability to work in ambiguous situations, while maintaining a sense of possibility;
  • Previous experience developing and providing support and training to other educators (preferred);
  • Knowledge of adult learner theory (preferred);
  • Comfort working with Microsoft Office suite (preferred).

INSTRUCTIONAL CAPACITY

  • Providing targeted professional development to teachers by providing clear and direct feedback, leading content-specific professional development workshops, and connecting teachers with professional development resources.
  • Collaborating with other DCPS departments to further support implementation of the DCPS academic plan, including curricular and professional development design.
  • Collaborating with other members of the Teacher Effectiveness team to reach programmatic goals, including school outreach and master educator recruitment and selection efforts.
  • Attending meetings and on-going trainings as required.
  • Performing other duties as assigned.

Qualifications

  • At least 5 years of teaching experience in a low-income school;
  • Documented evidence of success raising student achievement in a low-income school;
  • Exceptional writing and oral communication skills;
  • The ability to work effectively with others at all levels of an organization and to consistently display a high level of professionalism in all interactions;
  • An ability to critically assess challenges and identify appropriate solutions;
  • Strong organizational skills, including keen attention to detail and the ability to adhere to strict deadlines;
  • Excellent time-management and a willingness to work non-standard hours;
  • Ability to work in ambiguous situations, while maintaining a sense of possibility;
  • Previous experience developing and providing support and training to other educators (preferred);
  • Knowledge of adult learner theory (preferred);
  • Comfort working with Microsoft Office suite (preferred).

Compensation/Other Information

The Master Educator is a DCPS employee who primarily works in the field, conducting observations of, and conferencing with, teachers across the District of Columbia Public Schools system. The position therefore requires significant travel within the city. Master Educators will also work as 12-month employees of DC Public Schools.

The starting salary for the Master Educator role is $90,000. In addition, Master Educators receive a comprehensive benefits package through the Council of School Officers union, which includes health, dental, and vision benefits.

How to Apply

In order to submit your application, please visit our website -http://dcps.force.com. Only applications received online will be considered for the position.

Questions

If you have any questions, please email us at mastereducator.recruitment@dc.gov.

 

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Special Education Teacher

Washington, DC

Job Category: School Year 2013-14

Our students need your expertise, passion and leadership.

We are looking for highly motivated and skilled talent to join our team at the District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming and improving educational outcomes for our students.

DCPS has a significant special education population across over more than 100 schools, and we aim to be recognized as a leader in urban special education. We are determined to do whatever it takes to ensure that students with disabilities become successful adults.

As part of a comprehensive reform effort to become the best urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation whose work drives significant achievement gains for DCPS students.

Responsibilities

  • Develop and implement curricula to meet academic standards for students with special needs
  • Develop, review, and revise Individual Education Programs (IEPs) for students with special needs when necessary
  • Meet with IEP Teams at least once a year to discuss student progress and IEP revisions
  • Thoughtfully plan daily lessons and implement specific strategies to meet the needs of all students
  • Work across a grade-team or content area with general education teachers to meet the needs of all students
  • Be accountable for students' academic growth and increase each individual student's achievement
  • Design and implement assessments that measure progress towards academic standards and diagnose areas of student misunderstanding
  • Use assessment data to refine curriculum and inform instructional practices
  • Create a positive, achievement-oriented learning environment
  • Reflect on successes and areas of growth as a teacher, seek to improve performance, and respond to feedback
  • Participate in collaborative curriculum development, grade-level activities, and school-wide functions
  • Invest parents and families in their children's academic success through regular communication
  • Perform other related duties as assigned
  • Bachelor's degree
  • Possesses or is eligible for a valid District of Columbia Teaching License in Special Education (for more information on DC Teacher Licensure, please visit the website of the Office of the State Superintendent of Education at http://osse.dc.gov/service/teacher-licensure)
  • Experience working with students with learning and emotional disabilities
  • Successful completion of Praxis I and II exams (unless holding a standard teaching license)
  • Meets Highly Qualified status as defined by the NCLB mandates
  • Strong instructional skills and classroom management
  • Ability to self-reflect on teaching practices and be responsive to feedback
  • Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
  • Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
  • Focus on Data-Driven Results: Relentlessly pursues the mastery of instruction based on student performance, and is driven by a desire to produce quantifiable student achievement gains.
  • Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
  • Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
  • Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

Qualifications

  • Bachelor's degree
  • Possesses or is eligible for a valid District of Columbia Teaching License in Special Education (for more information on DC Teacher Licensure, please visit the website of the Office of the State Superintendent of Education at http://osse.dc.gov/service/teacher-licensure)
  • Experience working with students with learning and emotional disabilities
  • Successful completion of Praxis I and II exams (unless holding a standard teaching license)
  • Meets Highly Qualified status as defined by the NCLB mandates
  • Strong instructional skills and classroom management
  • Ability to self-reflect on teaching practices and be responsive to feedback

Personal Qualities of Top Candidates

  • Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
  • Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
  • Focus on Data-Driven Results: Relentlessly pursues the mastery of instruction based on student performance, and is driven by a desire to produce quantifiable student achievement gains.
  • Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
  • Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
  • Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

How to apply

To apply, visit our website at www.joindcpublicschools.com, and complete our online application.

Questions

If you have any questions, please email us at dcpscareers@dc.gov, or call us at (202) 299-2145.

View or Download a brochure about this position - Click here

 

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Special Education Teacher

Philadelphia, PA

Job Category: Full Time

Position Summary:

The Special Education Teacher shows an unwavering commitment to improving the knowledge, skills, and lives of students with disabilities. Special Education Teachers ensure that students meet academic success in their classrooms as measured by achievement on Individualized Education Program (IEP) goals, student grades, and the PSSA. Mastery is looking for teachers who are committed to outrageously high expectations and high support for students.

Duties and Responsibilities:

  • Driving student achievement for students with disabilities
  • Responding to progress monitoring results and student assessment data
  • Establishing a positive, structured, achievement-focused classroom
  • Providing support to students, parents, and general education staff and supporting student learning
  • Mentoring and coaching students on self-regulation and organizational skills
  • Developing effective IEPs that translate into measurable results for students
  • Providing leadership as a member of the Special Education team
  • Strong knowledge of instructional strategies for students with disabilities
  • Familiarity with the social-emotional needs of students
  • Receptiveness to feedback and a desire to continuously improve
  • A strong sense of personal accountability for student achievement
  • A belief that all students should be held to high academic standard
  • Ability to adjust instructional strategies in order to reach year-end goals
  • Bachelor's degree required; Master's degree preferred
  • Must have or be working towards certification in special education
  • Experience working with special education population in an urban classroom setting
  • Documented experience using data-driven instruction to achieve significant student gains

Qualifications:

  • Strong knowledge of instructional strategies for students with disabilities
  • Familiarity with the social-emotional needs of students
  • Receptiveness to feedback and a desire to continuously improve
  • A strong sense of personal accountability for student achievement
  • A belief that all students should be held to high academic standard
  • Ability to adjust instructional strategies in order to reach year-end goals

Education and Experience:

To apply for a position with Mastery Charter Schools, please visit the 'Careers' section of the Mastery website (www.masterycharter.org) to submit an application. Please note that only application materials which are submitted online will be reviewed.

 

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