Latest Job Listings

Middle School Special Education Teacher

October 26, 2021

Philadelphia, PA
Full-Time

Description:

Organization: Christopher Columbus Charter School (CCCS)
Position: Middle School Special Education Teacher (5-8)
Location: Philadelphia, PA 19147

CHRISTOPHER COLUMBUS CHARTER SCHOOL IS SEEKING INDIVIDUALS WHO ARE READY TO EDUCATE & INSPIRE STUDENTS IN PHILADELPHIA!

We are currently searching for a full-time Middle School Special Education Teacher to provide instruction and support to our our middle school special education students. A PA Special Education Teacher certification is required.

About Our School:

Christopher Columbus Charter School is located in in the heart of South Philadelphia's "Italian Market" area. At its inception in 1999, the school served students in grades K, 1, 2, and 3. Each year a grade was added, until it became a K-8 school. Presently, the school is serving 772 students. There are two facilities: the North Building, located at 916 Christian Street, houses students in grades K-5, and the South Building, located at 1242-46 South 13th Street, houses students in grades 5-8. Christopher Columbus Charter School students are a microcosm of the city. CCCS is a multicultural school serving families with various levels of income. The students experience rigorous academic learning and the development of positive character traits through an on-going character development program. The administration makes every effort to see that all stakeholders in the school community are involved and accommodated, in order to ensure that all CCCS students receive the best education possible.

Mission:

The mission of Christopher Columbus Charter School is to provide students with content-rich academic rigorous Core Knowledge education, with a well-defined, sequential curriculum in a safe, orderly, disciplined, and caring learning environment. CCCS students learn to express themselves in at least one international language, and utilize computer technology to support learning in all major subjects, and become literate in the technologies of the 21st Century.

Vision:

The vision of the founding board members of Christopher Columbus Charter School is the development of a school community in the ever-changing neighborhood of South Philadelphia, which is a source of hope for children from all cultural backgrounds and family situations. This vision includes welcoming all children so that they can experience the joy of learning. One of the major goals of the founding board members' vision is to promote responsible citizenship and the skills for utilizing that citizenship throughout their lives.

Qualifications:

In order to qualify for this position, candidates must have:

  • PA Special Education Teaching Certification

  • Current and acceptable FBI, PA Criminal, and PA Child Abuse clearances

  • A flexible personality that demonstrates enthusiasm, celebrates success, and responds positively to adversity, with interpersonal skills that relate well with students, staff, administration, parents

  • A strong work ethic and an excellent attendance record

  • Strong communication skills

  • An unwavering belief in the transformative power of quality charter schools and that all students can learn and achieve at high levels

To Apply:

If you are interested in pursuing this position with CCCS, please include your cover letter and resume in an e-mail to hr@cccs.k12.pa.us with "Special Education Teacher" in the subject line. Interested candidates are encouraged to apply immediately. Please note that you will only be contacted in the event that we wish to schedule an interview.

Christopher Columbus Charter School is an AA/EOE committed to the development of an inclusive, multicultural community. All qualified applicants will receive consideration for employment without regard to race, color, religion, disability, ancestry, national origin, age or sex.

Apply Here:

https://www.click2apply.net/W7Qz8BCOLQrmsXkbsjLJR

Contact Person: 

Jessica Williamson
Email address: hr@cccs.k12.pa.us
Apply Online at: https://www.click2apply.net/W7Qz8BCOLQrmsXkbsjLJR

Preschool Special Education Teacher

October 25, 2021

Buffalo, NY
Teaching

Description:

Buffalo Hearing & Speech Center has openings at our Buffalo, Amherst, and Fredonia locations for Preschool Special Education Teachers in Western New York. We are open to considering Early Childhood Teacher candidates who are willing to obtain additional Students with Disabilities, Birth - 2 certification. Tuition assistance may be available.

The Special Education Teacher works as a member of a multidisciplinary team in developing and implementing goals for each child’s Individualized Education Plan. The teacher is also responsible for designing and implementing group lessons comprised of speech, language and readiness skills for students with autism and other developmental delays.

Buffalo Hearing & Speech utilizes the Floor time/DIR Philosophy in our classrooms and provides training on this unique approach.  We incorporate the Pyramid model and Trauma-Informed Care approach to best meet the needs of our students.  BHSC also offers a free continuing education series to employees on a variety of education related topics. 

Required Education:

Minimum of a bachelor’s degree in education from an accredited university or college

Required License/ Registration/ Certification:

New York State Certification as a permanent Special Education Teacher (prior to February 2004) or Teacher of Students with Disabilities, Birth - 2 (or willing to obtain certification). 

Apply via our website: 

www.askbhsc.org

For more information contact:

Jennifer Wilcox 
Human Resources
Email: jwilcox@askbhsc.org
Phone: 716-566-9810

Middle School and High School Special Needs Teacher at the Ango-American School of Sofia

October 25, 2021

Sofia, Bulgaria
Classroom Instructor and Team Teacher

Description:

The services to be provided by the Teacher shall include, but are not limited to the following :

  • Provide direct student support through small groups and one-on-one instruction within the learning strategies classroom.

  • Provide integrated co-teaching services in core curriculum through collaboration with subject specialists.

  • Provide highly specialized, self contained classes designed to support students who may be performing 4-5 grades levels below the expected level of performance.

  • Work with teachers and counselors to write and implement goal-driven IEPs (Individualized Education Plans), and coordinate annual IEP review processes for all students identified within the MS/HS.

  • Support teachers in differentiating plans for students based on their unique learning profiles so that all students are engaged, supported and prepared.

  • Collaborate with teachers to develop effective whole group practices, small group interventions, and individualized learning activities that support learning goals.

  • A member of the Student Support Team (SST) who together work towards supporting the social, emotional, behavioral, academic and physiological needs of all students in the MS/HS.

  • Be able to observe, assess or work with outside service providers to provide interventions and track student progress.

  • Provide instruction in assigned classes in accordance with the terms of the Contract and with the administrative practices established by the Director.

  • Make recommendations to the Director regarding the improvement of instruction.

  • Be in attendance at school on regular school days during the hours established by the Director.

  • Attend any and all meetings with other staff members, students and/or parents as required by the Director with respect to his/her teaching contract.

  • Perform other professional duties as defined and required by the Director with respect to his/her capacity of International Faculty.

  • Comply with and support all Board policies as currently detailed in the “School Board Policy Manual”.

  • Be strong role models and promote a positive and professional image for the school in the greater community.

Requirements:

  • Degree, Master’s (Education, Educational Therapy or the equivalent in a related field with emphasis in specific instruction or curriculum development relevant to the field of learning support).

  • Teaching and online experience valued.

  • Team teaching and self-contained classroom experience preferred. 

  • Teachers must be fully credentialed or certified for their respective assignments with two or more years of successful teaching experience.

  • Operational knowledge of the Internet and related technologies.

  • Possesses strong oral and written communication skills.

  • Works independently with little direct supervision.

  • Works as a part of a team.

  • Accepts responsibility and is self – motivated.

  • Demonstrates strong work ethic to achieve academic goals.

  • Displays effective multi – tasking and time management skills.

  • Related experience / training to the position.

  • Awareness of the diversity of social, cultural and language needs of children and their communities.

  • Knowledge of current principles, practices, techniques and objectives of instructional methods.

  • Can relate well to different groups of students of different ages and ability levels.

Benefits:

For a comprehensive list of benefits, please visit our website (and learn more about our school as well!)
https://www.aas-sofia.org/working-for-us/compensation-benefits

Contact:

Joseph Gorski
Director of Student Support Services
Anglo-American School of Sofia

1 Siyanie Str, 1137 Sofia, Bulgaria
tel: +359 2 923 88 10, ext. 179
email: jgorski@aas-sofia.org
web: www.aas-sofia.org

Coordinator, Residential Program for Students with Intellectual Disabilities

October 22, 2021

Plymouth, WI
Full Time

Position Purpose:

Lakeland University seeks a mission-oriented individual passionate about creating a more inclusive world to develop and coordinate an innovative residential program for students with intellectual disability slated to open on its campus in Fall 2022. The program is designed to provide students with a residential collegiate experience while preparing them for the next steps in their lives, whether that would be continuing with higher education or moving into employment and the community. The coordinator will play an important leadership role in creating the program as well as overseeing its implementation relating to academics, socialization, career development, and independent living. Along with administrating the program, the coordinator will teach program seminars/courses, as well as oversee a graduate assistant and undergraduate student supports. 

General Expectations: 

All Lakeland University staff members are expected to:

  • Demonstrate in their words and actions an appreciation for the history of Lakeland University and a commitment to its stated mission. 

  • Represent unequivocally in their behavior the stated values of the institution. 

  • Be good stewards of the institution’s resources, including its personnel and the goodwill of its friends, its alumni, and local community.

  • Work collaboratively (as opposed to competitively) with their peers to meet objectives and achieve our goals.

  • Keep their supervisor appropriately informed.

  • Be forthright and honest in their communication with all members of the college community.

  • Treat all members in a manner of teamwork and respect.

  • Advise their supervisor with respect to all matters that require their attention, including their own performance.

Essential Duties:

The program coordinator, with team support, will:

  • Provide leadership for the creation and development of a residential collegiate program for students with intellectual disability.

  • Develop and implement strategies for ongoing program improvement.

  • Oversee program operations, providing hands-on facilitation of day-to-day programming.

  • Assist in recruiting, advising, and retaining students in the program including providing informational sessions to prospective students and their families.

  • Work with family members and students from inquiry to graduation and beyond to problem-solve and ensure a successful experience.

  • Collaborate with high schools and community organizations to create a successful transition into programming.

  • Collaborate with community agencies to support students and programming.

  • Lead the development of program curriculum and learning experiences.

  • Develop, monitor, and update person-centered plans based on student strengths, needs, and future vision.

  • Work with faculty and students in creating individualized learning plans to support instruction and learning in university coursework.

  • Ensure that each student develops a long-range transitional plan, whether that involves transition to work and the community or continuing in higher learning after exiting the program.

  • Teach program seminars/courses.

  • Facilitate support of medical needs.

  • Hire, lead, and evaluate program personnel including a graduate assistant and undergraduate student supports responsible for mentoring, academic coaching, and assisting with residential and student life programming.

  • With the program team, organize events and activities, including outings in the community.

  • Administrate and monitor the program budget.

  • Track and report progress toward program goals using a range of metrics.

  • Meet with potential donors as requested to assist in raising support for the program.

  • With the program team, plan program graduation ceremonies.

Qualifications and Skills:

The program coordinator will:

  • Hold a master’s degree or higher in special education, rehabilitation psychology, or vocational rehabilitation, or related degree. K-12 licensure and qualifications to teach educator preparation coursework is desirable but not required.

  • Have at least 5 years relevant teaching or related experience working with individuals with intellectual disabilities at the secondary or post-secondary level, including experience coordinating services.

  • Possess knowledge and skill relating to assessment, development of person-centered and individualized course learning plans, creating accommodations and modifications, and Universal

  • Design.

  • Be committed and able to promote positive change through an inclusive learning environment.

  • Have experience coordinating educational programs in an educational setting and/or administrative management of services for adult learners with disabilities.

  • Possess excellent oral, written, and interpersonal communication and conflict resolution skills.

  • Have the flexibility to work, daytime, evening, and weekend hours as required to carry out the responsibilities of the position.

  • Have the ability to use computer software and other technology to effectively manage the program.

  • Be able to travel to volunteer and/or employment sites.

  • Be energized by the opportunity to build, implement, and continuously improve a new program to serve our community.

Apply: 

https://lakeland.applicantpro.com/jobs/2037236.html

Special Education Teacher

October 21, 2021

Philadelphia, PA
Special Education Teacher

Description:

PHMC is proud to be a leader in public health. PHMC requires that all employees have received the first Covid-19 vaccination dose by the first day of employment. We will offer the Covid-19 vaccination at no cost, via our Health Centers.

This position is responsible for the instruction of educational programs and curricula for exceptional students. The Emotional Support Special Education Teacher develops and implements the Individual Education Plan (IEP) for each student and collaborates with members of the instructional team in the planning and implementation of behavioral and academic interventions and supports to ensure students receive a quality educational program.

The Special Education Teacher manages the paraeducators in the classroom.  The Special Education Teacher reports to the Principal.

Responsibilities:

  • Serves as case manager for student IEPs; complies with all special education regulations and timelines and conducts IEP meetings.

  • Plans, develops, and implements individualized and group instruction and therapeutic behavior management relative to the needs of the individuals or group.

  • Manages the data collection process and procedure for students in the classroom and as part of the case manager; collaborates with school staff on data accuracy and problem solving for improved student outcomes and progress monitoring.

  • Complete appropriate written reports, plans, and records relative to the educational program (point sheets, behavior data plans, academic progress, and social goals progress) in a timely and professional manner.

  • Plan and facilitate instruction with adaptations as designated in the student’s IEP.

  • Supervise and set clear expectations for paraeducator staff in their supportive role in the classroom, with the goal of ensuring best practices for all students educationally and therapeutically.

  • Effectively manage the classroom environment, including engaging students and incorporating proactive behavior management strategies.

  • Maintain an organized classroom that fosters structure and support conducive to learning.

  • Fully engage in staff development trainings to continue to develop and maintain skills regarding the dynamic needs of students.

  • Adhere to the core competencies of teacher expectations: planning and preparation, instructional delivery, content knowledge and pedagogy, and professionalism.

  • Communicate regularly with parents or guardians.

  • Adhere to all PHMC and Fairwold Academy policies and procedures.

  • Performs related duties as assigned.

Skills:

  • Demonstrated ability to work with a variety of educational staff and parents to establish and maintain cooperative and effective working relationships.

  • Excellent ability to work with students of all ages, levels, and from various cultural and ethnic backgrounds.

  • Demonstrated knowledge of curriculum and instructional strategies for students experiencing behavior management challenges.

  • Demonstrated knowledge of theory and principals of child growth and development with an emphasis on social-emotional development and low incidence disabilities.

  • Demonstrated knowledge of School Wide Positive Behavior Support systems including PBIS data systems

  • Demonstrated ability to effectively instruct, assess, and evaluate students with behavioral and social-emotional needs.

  • Demonstrated skills with computers, data systems and electronic reports.

  • Demonstrated ability to understand and adhere to policies and procedures.

  • Demonstrated analytical and problem solving skills.

  • Excellent organizational and time management skills.

  • Excellent interpersonal skills.

  • Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions.

Performance Requirement:

  • Manage assigned caseload of special education students: including adherence to all PA Chapter 14 Special Education regulations and timelines.

  • Conduct IEP meetings with professionalism, accurate data and records, and respectful parent communications.

  • Write, assess, and evaluate effective and measurable IEP academic and behavioral goals, including the condition, student name, clearly defined behavior, and performance criteria (criterion level, number, evaluation schedule or method) in the goal.

  • Plan, develop, and implement a weekly lesson guide for assigned curricula, adhering to pacing timelines and scripted programs, providing adaptations and modifications as necessary to accommodate students’ IEPs.

  • Deliver consistent instruction that demonstrates 1) knowledge of content and pedagogy through a variety of active engagement and instructional strategies, 2) effective questioning and discussion techniques, 3) positive and constructive feedback, and 4) responsiveness to student learning and behavioral needs.

  • Manage a safe and orderly classroom environment that demonstrates 1) purposeful and equitable learning, 2) structured routines and classroom expectations, 3) skillful organization of the physical space, and 4) positive, appropriate, and highly respectful interactions among students and staff.

  • Manage student data, assess student learning, and monitor progress. Complete documentation, reports, summaries, and other evaluative measures of students’ individual academic and social progress aligned to the instructional goals, showing evidence of adaptations as needed within dictated timelines.

  • Manage paraeducator staff by setting clear expectations for their supportive role in the classroom, ensuring best practices for all students educationally and therapeutically.

  • Adhere to all proactive behavioral incident management and reporting protocols, including Mandt, PBIS, and trauma-informed practices as designated by PHMC and Fairwold policy.

  • Ensure effective management and instructional delivery of the classroom continues with thorough substitute plans and routines, and communication with the instructional team.

  • Ensure student point sheets include positive and accurate daily feedback for parent communication.

  • Provides support to the school community at all times to maintain an orderly school environment; provides support to students in crisis or those students demonstrating non-compliant behavior.

  • Engage in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues.

  • Engage in full, active participation in professional school events that may extend beyond the school day, including, but not limited to, Back to School Night, Parent Conferences, Academic Honors, PBIS Events.

  • Full and active compliance with all PHMC and Fairwold academy regarding job performance and conduct standards and expectations.

  • Other related duties and special projects as assigned.

Physical demands/work environment:

Routine school environment.  Employee may be involved in de-escalating student behaviors using mandatory approved techniques.
Potential exposure to blood borne pathogens; may transport students in agency in accordance with PA Department of Education and Department of Transportation requirements and school and PHMC procedures.

Requirements:

  • Ability to climb stairs and walk on uneven terrain, play yards and school grounds.

  • Ability to move rapidly, forward, backward and laterally.

  • Physical capacity to lift, move and position a student up to age 21 who may weigh 150 pounds or more with the assistance of other properly training personnel.

  • Ability to independently utilize routine office equipment.

  • Ability to independently travel outside of school hours as determined by administration.

  • The physical demands and work environment described is representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and Experience:

  • Minimum of a Bachelor’s degree from an accredited college or university.

  • Current and valid Instructional I or Instructional II certification in Special Education N-12 issued from The Commonwealth of Pennsylvania, OR *A current, valid Emergency Certification for Special Education with accreditation. Employee must maintain active enrollment in an accredited Special Education program to maintain and earn certification within the designated PDE timeline.

  • One years’ experience working with a special needs population in a school setting and an understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, Intellectual disabilities.

Salary:

Commensurate with education and experience

Benefits:

PHMC offers an extremely competitive benefits package to its employees, including but not limited to paid time off for personal, sick, vacation and holidays; health and dental insurance; company paid pension plan; a 403B tax deferred annuity plan; flexible spending account; and, transportation benefits program.

Send resume to:

Recruitment Manager Joe Janssen, jjanssen@phmc.org

Middle School and High School Special Needs Teacher

October 19, 2021

Bulgaria
Classroom Instructor and Team teacher

Description:

The Anglo-American School of Sofia is recognized as a leading international school both here in Bulgaria and worldwide.  Part of this reputation stems from our investment in recruiting outstanding staff and faculty. We have in excess of 160 faculty and staff members, from 12 different countries and we are dedicated to ensuring that all staff members enjoy a diverse, vibrant and friendly working environment. Our mission and core values of commitment, respect and excellence extend to all members of our community, including staff. Furthermore, serving with us extends beyond enjoying desirable working conditions, but satisfies ambitions for professional growth and provides the benefits of being part of a quality team as we engage, support and prepare each student for today and tomorrow.

If you are interested in joining our team of professionals we encourage you to check out our school website for more information.
https://www.aas-sofia.org/

The services to be provided by the Teacher shall include, but are not limited to the following :

  • Provide direct student support through small groups and one-on-one instruction within the learning strategies classroom.

  • Provide integrated co-teaching services in core curriculum through collaboration with subject specialists.

  • Provide highly specialized, self contained classes designed to support students who may be performing 4-5 grades levels below the expected level of performance.

  • Work with teachers and counselors to write and implement goal-driven IEPs (Individualized Education Plans), and coordinate annual IEP review processes for all students identified within the MS/HS.

  • Support teachers in differentiating plans for students based on their unique learning profiles so that all students are engaged, supported and prepared.

  • Collaborate with teachers to develop effective whole group practices, small group interventions, and individualized learning activities that support learning goals.

  • A member of the Student Support Team (SST) who together work towards supporting the social, emotional, behavioral, academic and physiological needs of all students in the MS/HS.

  • Be able to observe, assess or work with outside service providers to provide interventions and track student progress.

  • Provide instruction in assigned classes in accordance with the terms of the Contract and with the administrative practices established by the Director.

  • Make recommendations to the Director regarding the improvement of instruction.

  • Be in attendance at school on regular school days during the hours established by the Director.

  • Attend any and all meetings with other staff members, students and/or parents as required by the Director with respect to his/her teaching contract.

  • Perform other professional duties as defined and required by the Director with respect to his/her capacity of International Faculty.

  • Comply with and support all Board policies as currently detailed in the “School Board Policy Manual”.

  • Be strong role models and promote a positive and professional image for the school in the greater community.

Requirements:

  • Degree, Master’s (Education, Educational Therapy or the equivalent in a related field with emphasis in specific instruction or curriculum development relevant to the field of learning support)

  • Teaching and online experience valued

  • Team teaching and self-contained classroom experience preferred

  • Teachers must be fully credentialed or certified for their respective assignments with two or more years of successful teaching experience

  • Operational knowledge of the Internet and related technologies

  • Possesses strong oral and written communication skills

  • Works independently with little direct supervision

  • Works as a part of a team

  • Accepts responsibility and is self – motivated

  • Demonstrates strong work ethic to achieve academic goals

  • Displays effective multi – tasking and time management skills

  • Related experience / training to the position

  • Awareness of the diversity of social, cultural and language needs of children and their communities

  • Knowledge of current principles, practices, techniques and objectives of instructional methods

  • Can relate well to different groups of students of different ages and ability levels

Benefits:

For a comprehensive list of benefits, please visit our website (and learn more about our school as well!)

https://www.aas-sofia.org/working-for-us/compensation-benefits

Contact:

Joseph Gorski
Director of Student Support Services
Anglo-American School of Sofia
1 Siyanie Str, 1137 Sofia, Bulgaria
tel: +359 2 923 88 10, ext. 179
email: jgorski@aas-sofia.org
web: www.aas-sofia.org

College & Career Development Teacher

October 19, 2021

Phoenix, Az
Full-time

Description:

Gateway Academy is the only private day school in the State of Arizona, specializing in a pure population of students diagnosed with High Functioning Autism. We are seeking a unique individual who is organized, creative, has a positive mindset, is solution minded, energetic, fun, and whose passion is to make a difference in student's lives. Ultimately, assisting our students find their unique path to success!

This position requires working with students individually and in a group settings of 10 to 24 students, and collaborating with a variety of school personnel, outside agencies, families, and community partners.

Essential Duties and Responsibilities:

The candidate for this position will need to be able to teach, basic life skills.

Teaching life skills to students for both in education and the workplace. 

Including:

  • Communication

  • Resiliency

  • Decision-making

  • Cooperation

  • Ability to accept constructive criticism

  • Time-management

  • Technology

Communication

Teaching students to have the ability to communicate effectively is critical in all areas of life. Explaining the need to be able to communicate not only verbally but also through writing and even body language.

Resiliency

Our greatest lessons are usually learned through our failures, which is why learning to cope with failure and developing resiliency are essential for success. Students should learn to see failure as part of the learning process.

Decision-making

Decision-making is a life skill that is essential both in and out of education and the workplace. Employers want candidates who know how to analyze situations, weigh different options and make the best possible decisions based on the information they have.

Cooperation

To advance in your education and career, students should be able to cooperate with others and work as part of a team.

Ability to accept constructive criticism

Feedback and constructive criticism from supervisors and coworkers are a crucial part of learning and improving job performance.

Time-management

Time management skills are essential for staying self-disciplined and meeting goals and deadlines.

Technology

Knowing how to use basic technology is an essential skill. Students should be comfortable using the equipment and software that's standard in education and the workplace.

Interpersonal Skills

Interpersonal skills, or people skills, include communication skills, how students function as part of a team, and our negotiating skills.

Self-awareness

Paying attention to the body language of others for clues about how the student is being perceived.

Learning

Great leaders-and great employees-never stop learning. Learning prepares students for new challenges, keeps their mind sharp and allows them to continually improve their skills.

Knowledge and Skills:

  • Skills in establishing and maintaining effective working relationships with all stakeholders.

  • Skills in operating a computer and utilizing a variety of software applications including but not limited to Excel, Microsoft Word, PowerPoint, SharePoint and Outlook.

  • Skills in verbal and written communication including interpreting and expressing ideas and directions.

  • Skills in organization and management of materials, records, and resources.

Minimum Qualifications:

  • Bachelor's Degree or Master's Degree in Special Education/Teaching or a related field.

  • At least 3 years working with students with High Functioning Autism.

  • Previous experience in social services or education working with ind    uals that    special needs or at-risk students.

  • College coursework completion in education, social services, or human relations.

  • Experience working in the private sector.

Other Requirements:

  • Must possess or obtain an Arizona IVP Fingerprint Clearance Card.

  • Must be able to pass a background clearance check.

  • Must be able to obtain and maintain an Arizona driver's license.

  • Ability to operate a school van is required for this position.

8 weeks paid vacation; 5 PTO days; 100% Insurance paid by employer.

Pay:

$46,000.00 per year. 8 weeks paid vacation; 5 PTO days; 100% Insurance paid by employer.

COVID-19 considerations:

Masks are not required. Covid Vaccination highly recommended. Sanitation Protocol enforced throughout the school.

Serious applicants only!

www.gatewayacademy.us 

Email O. Robin Sweet: rsweet@gatewayacademy.us

Interim On-call Paraprofessional

October 18, 2021

Part-Time and Seasonal

Description:

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization's impact and leveling the playing field for all children. To learn more, visit wearedream.org.

DREAM is seeking a passionate Interim On-call Paraprofessional to support students with special needs in our integrated co-teaching classrooms. The Paraprofessional will assist in an as-needed, on-call capacity with behavior interventions to support the student in need with accessing their education.

This position will serve as a school resource and support for students with regards to special education services and regulations. The Paraprofessional will work closely with the Student Support Team (SST) to directly support students in behavioral need. They should be able to monitor students and manage their continuous progress through data collection and observation and provide information, support and training to students in need.

The Paraprofessional should be flexible, self-motivated, and a team player. To be successful as a paraprofessional, the candidate should demonstrate patience, compassion, and empathy when working with students, as well as professionalism when representing DREAM. The candidate should have strong management and organizational skills, as well as excellent communication and interpersonal skills.

This is a part-time, hourly position. The Paraprofessional will be called in to support during regular school hours as needed.

Responsibilities:

  • Serve as a guide in instructing students on proper classroom behavior.

  • Help teachers keep records and data regarding the implementation of student behavior plans.

  • Assist with implementing alternative schedules for students including breaks, incentives, etc.

  • Reinforce lessons by reviewing material one-on-one for student in need.

  • Supervise student during academic blocks, lunch and/or recess.

  • Maintain safety of students and act as a positive role model.

  • De-escalate students and use counseling skills.

  • Regularly collect data to track students' behavior progress.

  • Follow Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully.

  • Collaborate with the Lead Teacher, special education service providers (speech, PT,OT), ELL teacher and other Assistant Teachers to address student needs in the classroom.

  • Contribute productively to the school as a whole.

  • Other duties as assigned.

Qualifications:

  • High School Diploma or GED, AA or 60 credits hours, required.

  • Passed the ParaPro Exam, strongly preferred.

  • Child Development Associates credential and/or coursework in early childhood education/human development, strongly preferred.

  • Experience working in special education and/or with individuals with autism/severe behavioral and academic issues, strongly preferred.

  • Have prior work or volunteer experience with children or students with special needs.

  • Be committed to meeting the needs of a diverse student population.

  • Have a track record of being a team player and community minded.

  • Excellent time-management skills and ability to work independently.

  • Passion for public schools.

  • Adherence to a high level of professional and ethical standards.

  • A desire to make a difference in the lives of our students, families and community.

  • A strong belief in the mission and values of DREAM, including the belief that all students can succeed, and a deep desire to make a difference in the lives of our students, families, and community.

Compensation and hours (on days that you are called in):

  • $20/hr

  • Monday - Thursday 7:30am-4:00pm

  • Friday 7:30am-1:00pm

DREAM's Vaccination Policy:

DREAM requires vaccination against COVID-19 for all employees. Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION:

At DREAM, diversity, equity, and inclusion are a matter of mission.

From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters- it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.

Come dream with us.

DREAM MAXIMS 

All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.

Apply Here:

https://www.click2apply.net/5Dm6YPUnlK88CgPxc4xGq

Early Childhood Special Education Teacher

October 15, 2021

St. Louis, MO
Early Childhood Special Education Teacher

City Garden Montessori School (City Garden) is the only Montessori charter school in Missouri, and we are one of the highest-performing charter schools in the  state. Our team possesses passion and determination to implement the Montessori approach to educating children in a diverse, public school environment. City Garden is committed to being an anti-biased, anti-racist community and seeks others who are passionate about these values. We are committed to continuous learning and growth for adults in the community, to foster excellence for all City Garden children. 

Located in St. Louis, City Garden is in its 14th year as a charter school, having received a second 10 Year Charter with the state of Missouri in 2017. We began in 2008 with 53 students; we now have 400 children in preschool through eighth grade. As we grow, we continue to seek individuals to join us who share our vision for academic excellence for all children and holistic Montessori education, rooted in equity and social justice. 

City Garden has attracted support from the Opportunity Trust, and the Chan-Zuckerberg Initiative has published a case study about City Garden’s innovative model.

Early Childhood Special Education Teacher:

The state-certified Early Childhood Special Education Teacher serves as a highly-organized case manager to provide on-site special education services for students ages 3 to 5+. The Early Childhood Special Education Teacher at City Garden Montessori School needs a distinct personality to handle the different kinds of children and parents and maintain a level of professionalism.

The Most Exciting Part of the Job: 

  • Joining a great special education team, who exemplifies compassion, kindness and patience when dealing with students, parents, and classroom lead guides/teachers 

  • Building good relationships with children, parents, teachers and social workers

  • Working with children from different backgrounds who have different abilities 

  • Devising and adopting new techniques for teaching and keeping the class orderly

  • Showcasing your excellent leadership and becoming a mentor for students

Responsibilities:

  • Writing individualized education plans (IEPs)

  • Working with academic teachers to implement the IEP

  • Working with students on academic and executive functioning skills

  • Facilitating IEP meetings with parents and staff

  • Writing and monitoring behavior intervention plans

  • Communicating effectively with parents, administration, classroom lead guides/teachers, and the special education team

  • Keeping detailed records relating to student conditions, care plans, therapies, and progress

Qualifications:

  • Bachelor’s degree

  • Valid Missouri state license or certification in Early Childhood Special Education

  • Experience working with early childhood and kindergarten students, ages 3-7

  • Familiarity with Spedtrack (MO) or other Special Education software

  • Strong written and verbal communication skills

  • Exemplary organizational skills

  • Experience working with students on the Autism Spectrum

  • Experience with the transfer process of student with IEP's

  • Attentive and caring with the ability to develop individualized education plans (IEPs)

It is important that you read our COVID-19 Vaccination Policy HERE

Compensation: 

This position offers an annual salary ranging from $38,000.00 to $43,000.00 based on level of education, licensing and years of experience.

What We Offer:

  • Ongoing professional development

  • Opportunity to contribute to the only high quality public Montessori program in St. Louis

Benefits:

City Garden offers a range of benefits for Full-time employees such as:

  • Competitive Salary

  • Generous Paid Time-off (Fall, Winter and Spring breaks, holidays, and additional days)

  • Paid Health Benefits (Medical, Dental, Vision and Life Insurance)

  • Pre-Tax savings for family health premium costs

  • Retirement Plan

Schedule:

School hours: 8:00 am to 4:00 pm Monday through Friday

Length of Work Year: mid-August to mid-June (10 month contract), up to 195 days per year, including but not limited to professional development, parent/teacher conferences, and preparatory work

To Apply:

Submit your resume and detailed cover letter which highlights why you are interested in this position to jobs@citygardenschool.org

City Garden Montessori School is an equal opportunity employer and an organization that values diversity, equity and inclusion. Recruiting staff to create an inclusive organization is a priority, and we encourage applicants from all cultures, races, ethnicities, religions, sexes, national or regional origins, ages, disability status, sexual orientations, gender identities, military or veteran status, or other statuses protected by law. All candidates are evaluated solely on their qualifications to perform the work required.

Executive Director, Program for Students with Exceptionalities

October 14, 2021

Pittsburgh, Pa.
Executive Director

Description Position Summary:

Pittsburgh Public Schools employs over 4,000 individuals in various capacities to support the academic achievement and strength of character of the 25,000 students we serve. Under the direction of the Chief Academic Officer, the Executive Director, Program for Students with Exceptionalities is responsible for planning, administering, and directing, and supervising the implementation of special education programs throughout the district. The Executive Director is responsible for formulating and interpreting policies and procedures; ensures compliance with state and federal regulations; maintain a budget, and supervises department personnel.

Essential Job Functions:

  • Plan and implement special education programs throughout the district, working directly with principals and their supervisors while supervising, evaluating and directing the work of special education staff.

  • Direct the coordination of the Pennsylvania Information Management (Penn Data) System (PIMS) for special education audits.

  • Develop the special education plans as required by the Pennsylvania Department of Education.

  • Supervise the implementation of special education programs and services by central office and school-based staff.

  • Direct the implementation of the Extended School Year program for students with exceptionalities.

  • Monitor and maintain compliance with federal and state mandates and prepare program for PDE cyclical monitoring.

  • Maintain accurate records of students receiving special education services.

  • Manage and oversee all special education contracts.

  • Collaborate with the Finance Department for the development and implementation of special education budget.

  • Initiate and write grant proposals to solicit program funding.

  • Manage, review, and assess special education programming and provide recommendations for enhancement including but not limited to service delivery model, programming, or educational equipment purchases.

  • Collaborate with central office and school-based staff in the development of programs for student achievement.

  • Establish and maintain partnerships with outside agencies.

  • Stay abreast of current research related to special education.

  • Assist the Human Resources Department with interviewing and recommending qualified candidates for special education positions.

  • Interpret special education guidance to School Board Directors, staff, and stakeholders at required meetings.

  • Serve as a member of the Local Task Force (parent associated organization).

  • Collaborates with the Transportation Department to arrange transportation as needed.

  • Ensure the system of support provides responsive services for students.

  • Perform other duties as assigned by the Chief Academic Officer, or other Executive Cabinet members.

Requirements:

Candidates must be enthusiastic about the fundamental goal of advancing student achievement in an urban public school district. Candidates must be comfortable working on a team committed to better meeting the needs of our student population by increasing the racial diversity and cultural competency of our workforce. We are a hard working team focused on results and expect the pursuit of excellence in all aspects of the organization. In addition, we are seeking candidates with:

  • Master's Degree and Pennsylvania Department of Education (PDE) issued Supervisor of Special Education Certification OR Master's Degree and Principal K-12 certification with 7 years Special Education experience required; Superintendent's Letter of Eligibility preferred.

  • Seven years of special education experience that includes classroom and supervisory/administrative experience; ten years of supervisory experience preferred.

  • Knowledge of Pennsylvania standards, initiatives, assessments and the principles, practices, and current issues in special education programming.

  • Extensive knowledge of content-based pedagogy, assessment, current research and technology.

  • Experience designing and implementing District-wide curriculum and professional development.

  • Experience supervising and directing a comprehensive special education program maintaining effective interpersonal and communication skills that foster positive working relationships with families, the community, and other departments.

  • Ability to exercise a high degree of confidentiality, professionalism, poise, tact, and diplomacy to accomplish objectives.

  • Ability to work collaboratively as a team player, under pressure with multiple competing deadlines, and with culturally, educationally, and racially diverse internal and external customers.

  • Ability to innovate, research and think creatively.

  • A capacity to solve problems, to stay organized and manage multiple priorities.

  • Excellent verbal and written communication skills.

  • Demonstrated proficiency in MS Excel, PowerPoint, Outlook, and Word.

Benefits/Salary:

Executive Director Salary Schedule (Base Salary starting at $127,923 annually)

Contact:

Please apply by visiting: https://ats4.atenterprise.powerschool.com/ats/job_board_form?op=view&JOB_ID=4600236774&REPRESENTATIVE_COMPANY_ID=00014077&COMPANY_ID=00014077

Special Education Teacher, Animas Valley Elementary School, 1.0 FTE

October 12, 2021

Durango, Co.
Special Education Teacher - Elementary

Description:

Durango School District 9-R is accepting applications for a Special Education Teacher - Animas Valley Elementary School.  Must meet CDE and ESSA's requirement for Special Education Teacher.  Includes full benefits and begins ASAP. Develop accommodations and curriculum modifications, develop standards aligned IEPs and ensure fidelity of their implementation. In collaboration with the general education staff plan and deliver specialized instruction and assessment aligned with District learner outcomes and State achievement standards. Supervise assigned students and maintain a positive learning environment. Responsible to actively progress monitor student goals. Work with general education staff to provide direct and indirect support and adapt instruction to meet the individual learning needs of all students resulting in an increased probability of advancing their achievement. Maintain positive inter-personal relationships with students, parents, staff and community members.

Essential Duties and Responsibilities:

  • To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • Effectively use case management strategies to support student outcomes based the adopted curricula for assigned grades and subjects so that students attain adopted grade/course expectations and standards. Collaborate with general education teachers to modify and tailor the curriculum as necessary to address individual student differences, learning styles, functional educational levels and student abilities. Strong knowledge of content areas, literacy and numeracy intervention programs, teaching methods, learning styles and educational research related to learners with all types of special needs.
  • Utilize formative and summative assessments to assess the learning, achievement, and performance of each student and report the results as required by District Policy and school procedures. Knowledge of both formal and informal diagnostic special education assessments.
  • Model, promote, and as situations arise, take the opportunity to provide instruction related to character education including citizenship and responsible behavior (respect for self, other and property), bullying prevention, conflict resolution skills, and responsible work habits and ethics.
  • Provide safety instruction for students when the subject, activities, chemicals, product, tools and/or equipment pose possible harm or injury to students including use of personal protective devices (protective eye devices, safe clothing) and assure that students adhere to safety requirements.
  • Maintain an orderly, positive learning environment free from disruptive behavior by implementing proactive classroom management strategies and enforcing the Student Conduct Code. Supervise students to minimize any possibility of violent behavior and to minimize potential accidents.
  • Be familiar with and abide by all applicable Federal and Colorado laws and regulations; Board of Education policies and District Regulations, as amended from time to time; school procedures that relate to employment with the District.
  • Perform other duties as assigned.

Additional Job Requirements:

  • Assure the safety and welfare of students including necessary actions to insure that students are supervised at all times.
  • Demonstrate faithfulness and promptness in attendance at work.
  • Submit required reports promptly at the times specified.
  • Demonstrate care of and protection of School District property.
  • Report suspected child abuse or neglect as required by law.
  • Use the District’s internet and E-mail system as specified in Policy.
  • Fulfill other duties as assigned by the Principal, Superintendent or their designees.

Certificates, Licenses, & Registrations:

Colorado Teaching License with endorsements for the levels and subject areas teaching. Pass the PLACE or PRAXIS II Test. Meet CDE and ESSA requirements for In-Field Teacher. May be required to complete CPI training depending on assignment.

Technical Skills, Knowledge, & Abilities:

  • Excellent interpersonal relations and oral and written communication skills.
  • Effective understanding of the IEP writing process including standards alignment of the IEP.
  • Ability to develop and implement appropriate progress monitoring tools to assess student progress toward goals.
  • Strong decision making, analytical and organizationalskills.
  • Ability to work with students with diverse needs at various levels.
  • Ability to develop and implement accommodations and modifications that facilitate student mastery of the Colorado Academic Standards.
  • Critical thinking and problem solving skills.
  • Ability to maintain confidentiality in all aspects of the job.
  • Ability to promote and follow Board and District policies, Superintendent policies and building/department procedures.
  • Ability to communicate, interact and work effectively and cooperatively in a team setting.
  • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.

Materials and Equipment Operating Knowledge:

  • Microcomputers and general office equipment.
  • EP software.
  • Microsoft Office applications.
  • Student Information Systems.

Education and Training Requirements:

Minimum, Bachelor’s degree of related subject from accredited university. Experience is preferred but may not be necessary for hiring.Experience is preferred but may not be necessary for hiring. Must meet CDE and ESSA's requirement for Special Education Teacher.

Durango School District 9-R is an equal opportunity educational institution and will not discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, genetic information, disability or need for special education services in admissions, access to treatment, or employment in educational programs or activities which it operates, or any other applicable status protected by federal, state or local law. For information regarding civil rights or grievance procedures, contact Laura Galido, Compliance Officer, Durango School District 9-R, 201 E 12th Street, Durango, CO 81301, (970) 247-5411, lgalido@durangoschools.org, or the Office for Civil Rights, U.S. Department of Education, 1244 Spear Boulevard, Suite 310, Denver, CO 80204-3582, (303) 844-5695.

Benefits:

Includes benefits.

Contact:

Please visit www.durangoschools.org under Careers to apply.

Questions about the application process - contact Christy Morgan at cmorgan@durangoschools.org

Special Education Teacher

October 05, 2021

Houston, TX

Full-Time

Description:

Avondale House is a 501(c)(3) not-for-profit agency that provides, educational services to children with autism, a day habilitation program for young adults, where clients receive training in daily living skills and pre-vocational activities, employment services for those with disabilities and four residential homes for individuals unable to live in their own home. Avondale House has been serving individuals with autism since 1976.

Avondale House offers a generous benefit program that includes medical with an employer contribution, dental, vision, life, and disability insurance, vacation, holiday, and sick leave.

  • Implements ABA based IEP's and ABA Behavior Plan within assigned classroom.
  • Collaborates with related service providers to implement Functional Communication Training, OT/PT skills and others as determined by ARD.
  • Works with in-house team of Education Specialist, BCBA and Behavior Support to provide highly structured learning environment for students.
  • Participates in quarterly reviews and annual IEP meetings.
  • Collects data on data sheets on behavior and academics.
  • Monitors and engages with students at all times.
  • Ensures ratio compliance.
  • Sets duty schedule for each person, including lunch/breaks.
  • Prepares classroom with Teaching Assistants for instructional day.
  • Monitors and supports student arrivals and assists student dismissals (either bus lane, hallway or classroom as determined by teacher).
  • Cleans and prepares the classroom for next day.
  • Makes copies of student's work.
  • Shows compassion, builds rapport and encourages participants to develop into their full potential.
  • Keeps participants on task and redirects as necessary.
  • Works with staff throughout Avondale House to meet the needs of each student.

Requirements:

  • TEA Certified Special Education Teacher EC-12.
  • Bachelor's degree required.
  • One year of experience working with students with Autism Spectrum Disorder.
  • Ability to take initiative in planning and starting classroom activities.
  • Ability to manage non-compliant and aggressive behaviors according to state and school policies.
  • Patient, authoritative personality.
  • Valid Driver's License.

Physical Requirements:

  • Ability to implement Safety Care, Non-Violent Crisis Intervention.
  • Lifting/Moving up to 50 lbs and lifting moving up to 100 plus lbs with assistance.
  • Ability to stand on your feet for 2-3 hours at a time.
  • Stooping, kneeling, pushing and pulling may be required in this position.
  • Must be capable of physically restraining students when necessary.
  • Must be able to handle situations that may be volatile or stressful at times.


Background Check Required

The above statements are intended to describe the work being performed by others assigned to this position. This is not intended to be an exhaustive list of all duties and responsibilities. This job description may be amended at any time by management.

Avondale House is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, age, national origin, veteran status, disability status, genetics, or sexual orientation and gender identity.

Apply Here:

https://www.click2apply.net/KMkkrKf68oaZiBQXHX2ER

PI149201771

Learning Disabilities Teacher, ES/MS/HS

September 28, 2021

Various - Fairfax County, VA

Learning Disabilities Teacher

Description:

Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship.

Requirements:

All applicants must meet the certification requirements of the commonwealth of Virginia.  Detailed information is available from the Virginia Department of Education online at: http://careers.fcps.edu/vdoe_licensure.htm

To Apply

Complete the Special Ed Learning Disabilities Teacher, ES (2021-2022) application first, and then contact the school directly to request an interview.

Elementary https://sjobs.brassring.com/TGnewUI/Search/home/HomeWithPreLoad?PageType=JobDetails&partnerid=25103&siteid=5019&jobid=1389022#jobDetails=1389022_5019

Middle and High School https://sjobs.brassring.com/TGnewUI/Search/home/HomeWithPreLoad?PageType=JobDetails&partnerid=25103&siteid=5019&jobid=1389023#jobDetails=1389023_5019

Emotional Disabilities Teacher, MS/HS

September 28, 2021

Various - Fairfax County, VA

Emotional Disabilities Teacher

Description:

Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship.

Requirements:

All applicants must meet the certification requirements of the commonwealth of Virginia.  Detailed information is available from the Virginia Department of Education online at: careers.fcps.edu/vdoe_licensure.htm

To Apply

Complete the Special Ed Emotional Disabilities Teacher, MS/HS (2021-2022) application first, and then contact the school directly to request an interview.

Middle and High School:  

https://sjobs.brassring.com/TGnewUI/Search/home/HomeWithPreLoad?PageType=JobDetails&partnerid=25103&siteid=5019&jobid=1389021#jobDetails=1389021_5019

Multiple Disabilities Teacher, ES/MS/HS

September 28, 2021

Various, Fairfax County, VA

Multiple Disabilities Teacher

Description:

Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship.

Requirements:

All applicants must meet the certification requirements of the commonwealth of Virginia. Detailed information is available from the https://www.doe.virginia.gov/teaching/licensure/index.shtml

To Apply: 

Complete the Special Ed Multiple Disabilities Teacher, ES/MS/HS (2021-2022) application first, and then contact the school directly to request an interview.

Elementary https://sjobs.brassring.com/TGnewUI/Search/home/HomeWithPreLoad?PageType=JobDetails&partnerid=25103&siteid=5019&jobid=1389046#jobDetails=1389046_5019

Middle and High School https://sjobs.brassring.com/TGnewUI/Search/home/HomeWithPreLoad?PageType=JobDetails&partnerid=25103&siteid=5019&jobid=1389047#jobDetails=1389047_5019

Curriculum Developer

September 15, 2021

Description:

Seeking motivated, deadline-driven individuals to join TeachTown as full-time curriculum developers. These
individuals will be strong in writing and time-management skills, experienced in teaching and writing core content in
one or more academic domains (ELA, Math, Science, Social Studies) for students with disabilities, and prepared to work independently and as part of a team.

Requirements:

Education Requirements

  • Master’s degree in Special Education

  • BCBA preferred

Work Experience

  • Must have at least 2 years of special education teaching experience with middle school and/or high school students with moderate to severe disabilities in a specific domain: ELA, Math, Science, and/or Social Studies.

  • Must have experience using Applied Behavior Analysis in the school or community setting.

  • Must have at least 1 year of experience developing curriculum.

Job Tasks

  • Writing classroom-based lesson plans for students with moderate to severe disabilities in the following subject areas: ELA, Math, Science, and Social Studies.

  • Designing worksheets needed to implement classroom-based lesson plans.

  • Creating technology-based lessons that provide instruction in specific content area learning standards using our proprietary lesson authoring software.

  • Aligning classroom-based lesson plans and technology-based lessons to state and national standards.

  • Creating and designing assessments based on the classroom-based lesson plans and standards.

Benefits:

Salary $60,000 - $75,000 per year

More Information and How to Apply:

For a full job description, visit www.teachtown.com
If you are interested in applying, email curriculum@teachtown.com with:

1.) your resume

2.) a letter of interest (including your area(s) of expertise - ELA, Math, Science, or Social Studies)

3.) 2-3 domain-specific writing samples (i.e., ELA, Math, Science, or Social Studies lesson plans, worksheets, and/or
related materials)

If you meet the above criteria and we are interested in moving forward, we will respond with further information and/or
to schedule an interview. Thank you, in advance, for your interest.
 

Special Education Teacher, Institutional Settings

September 07, 2021

Boston (Westborough and Worcester), Ma.

Special Education

Description:

The Collaborative for Educational Services (CES) has an opening for a licensed Special Education Teacher for 2021-2022 School Year to work in Department of Youth Services program sites in the Metro Region of Massachusetts as a member of our Special Education in Institutional Settings (SEIS) team. We are especially excited about candidates with experience working in institutional settings. 

This is a union contract position; salary is based on union scale which includes paid personal and sick time.  If you need it, sick leave may be advanced - 4.5 days for new hires; prorated based on start date. Teachers are part of the teachers’ state retirement system (MTRS) or the State Retirement System.  Qualified staff may receive loan forgiveness - up to $17,500!

Who We Are:

Dedicated and collaborative teams of educators committed to supporting teaching excellence through coaching, professional development and excellent administrative support.  CES prides itself on providing robust and engaging learning opportunities to all its teachers.

We value: 

Quality and excellence, innovation, creativity and vision, inclusiveness, equity and diversity and collaboration with others. Creating a community of care is foundational to the work we do, together!

Social Justice and Equity work is central to our mission, especially in these times. We understand that all forms of oppression are damaging. We engage in this work pro-actively and purposefully, with the intent of positive outcomes, and because we need to. 

Requirements:

1) Massachusetts license in Moderate Disabilities, level 5-12, 2) Bachelor's degree 
3) You love to learn!
4) Understand emerging trends in education, seek to thoughtfully employ best practices, support diversity, equity and inclusion (DEI).

Benefits:

Group Medical Harvard Pilgrim & Dental Insurance,  HRA and HSA options for deductible costs. Long Term Disability insurance,  voluntary STD and additional life, Flexible Spending Accounts, Union Teacher Scale and paid time off sick and personal during 10 month contract, and free confidential EAP support.  Teachers are eligible for Mass Teachers Retirement.

Contact:

Cheryl Rogers, Director of Human Resources, crogers@collaborative.org ,  job description at https://www.collaborative.org/employment/careers and https://www.collaborative.org/employment/special-education-teacher-seis-metro