May 2015 - Special Educator e-Journal

Table of Contents

  • Update from the U.S. Department of Education

  • Literature Review -- Experiences of Parents of Children with Autism Spectrum Disorder (ASD) when Dealing with Schools Regarding their Children's Education - - Sheila Bravo, Florida International University

  • Parent Involvement and Advocacy in Special Education - - Kristin Rodriguez, Florida International University

  • Buzz from the Hub

  • Legislative Announcements, Calls to Participate and New Projects

  • 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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Buzz from the Hub

Buzz from the Hub

To access everything below in this section from Buzz from the Hub, visit:

http://www.parentcenterhub.org/repository/buzz-march2015/

New Resources in the Hub

What’s new in the resource library? Here’s 1 newbie (on IEPs) and a reminder about 2 recent newborns.

Guidelines for working with interpreters.
In this document you’ll find tips on working with a bilingual interpreter, including what to do before, during, and after an interpreted event. Could certainly be useful at many, many IEP meetings…

Access to and examination of records | Training module.
Last week we “buzzed” you about the final training module published in NICHCY’s Building the Legacy for Our Youngest Children with Disabilities–Module 12. The module looks at parents’ right to the confidentiality of personally identifiable information in their child’s early intervention records, as well as their right to inspect and review those records. The module includes a slideshow presentation, trainer’s guide, and handouts for participants. Happy training!

Did you miss the webinar on Self-Advocacy Skill Building?
No problem! The archive of last week’s webinar on helping youth with disabilities become effective self-advocates is now posted at the Hub, so you can catch all the details (especially Josie Badger’s presentation!), view the slideshow, and download the handout.

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Spotlight on … IEP Resources

Parent Center staff and the families you serve have to be quite knowledgeable about IEPs—-what IDEA requires IEPs to include, what type of questions to ask in IEP meetings, how a student’s disability may affect the type of information that’s put into his or her IEP. Use the resources below to refresh your memory, train new staff, and connect families with information relevant to their situation.

The short and sweet IEP overview.
This quick summary comes from NICHCY, introduces IEP basics, and connects readers to the increasingly more detailed information that’s available in the All About the IEP suite. Available in Spanish as well.

Don’t forget about the “special factors” to be considered by the IEP team.
IDEA lists five special factors that IEP teams need to consider and how any of these can affect student learning and, thus, what’s included in the IEP. Those special factors are: behavior, limited English proficiency, blindness or visual impairment, the communication needs of students who are deaf or hard of hearing, and assistive technology.

Placement in the regular classroom | Providing necessary supports.
A student’s placement may be decided during the IEP meeting. IDEA clearly states that students with disabilities are supposed to be educated in regular education classrooms alongside their peers without disabilities to the maximum extent appropriate. So how is placement decided? What resources are available to support students with disabilities in the regular classroom?

Read Considering LRE in Placement Decisions

Have a look at Supports, Modifications, and Accommodations for Students

Also consider Supplementary Aids and Services

Make sure the student’s workbooks and materials are accessible.
The AEM Center focuses on the importance of accessible educational materials (AEM) for students with print disabilities. Check out the Center’s resources on the subject and share these with the families you serve.

New brief | This brief explores components of the IEP where it might be appropriate to refer to a student’s need for and use of AEM.

Webinars | AEM has lots of great videos, all archived at the Center and thoroughly exploring the subject of AEM in the IEP.
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Resources You Can Share with Families: Writing or Updating the IEP

This section of the newsletter identifies useful IEP resources that you might share with families or mention in your own news bulletins.

Developing your child’s IEP: A parent guide in English and Spanish.
This detailed guide for parents covers what’s required in an IEP, who develops the document, what to expect at an IEP meeting, tips for parents, and what to do if you don’t agree with some aspect of the draft IEP. From NICHCY and vetted by OSEP. Also available in Spanish.

IEP meeting checklist for parents.
From SPAN of New Jersey, this checklist provides an outline of how to prepare for and what to expect at the IEP meeting.

Students on the IEP team.
Students themselves have vital information to share at IEP meetings. The IEP is about them, after all, about their education and their life. Students have the right to attend the meeting where their IEP is developed and must be invited when they’re 16. So get those students involved!

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Resources Just for Parent Centers

This section of the CPIR’s newsletter focuses on the many priority areas that Parent Centers have, with a special emphasis on the 14 topics that OSEP has identified as important for Parent Centers and the CPIR to address.

This month, we are again focusing on effective educational practices for improving student outcomes. These resources may also be relevant in your state’s work on the SSIP in 2015, so keep them in mind for the future.

 

The 5 stages of implementation.
The National Implementation Research Network (NIRN) reviewed more than 2,000 articles on the implementation of programs and identified five main stages of successful implementation. Here’s a quick read.

Implementation quick start.
This 5-minute presentation provides a quick overview of implementation science and the NIRN’s Active Implementation Frameworks.

How to use implementation science to improve outcomes for children.
This article outlines how the science of implementation and the use of evidence-based Active Implementation Frameworks can close the research-to-practice gap in early childhood and ensure sustainable program success.

The deep well of info at the Active Implementation Hub.
The Active Implementation Hub is a free, online learning environment for use by any stakeholder involved in active implementation and scaling up of programs and innovations. The site goal is to increase the knowledge and improve the performance of persons engaged in actively implementing any program or practice.

Latest Employment Opportunities Posted on NASET


Special Education Teachers, Full time or part time

New York, New York

Job Category: Part Time & Full Time

DESCRIPTION:

Catapult Learning is seeking Special Education Teachers in New Jersey and New York for the 2015-16 school year.

Locations are in New Jersey (throughout state) and New York - Bronx, Brooklyn, Queens, Manhattan, and Staten Island

We are an organization of dedicated people who know how exciting and rewarding it is to help children achieve. We are eager to have people join us whose training, skills and experience add to our ability to provide successful, research based instructional systems, great teaching, excellent support services, and strong partnerships with the schools we serve across the US. We emphasize flexible work schedules, small group teaching environments and high professional standards and will provide you the opportunity to grow with us and help students achieve beyond expectations.

Provides contracted instructional services with the necessary educational expertise in reading, mathematics, writing, and related areas; diagnoses learning skill deficits and delivers prescribed instructional delivery methods as determined by the Company; consults with school personnel to coordinate efforts in providing services to students; communicates and conferences with parents providing information on student progress.

Please note: This job posting is for potential Teacher openings and we are determining interest of candidates in this geographic area. Also, the total number of job openings has not yet been determined. Some positions may have the potential to be expanded to full time.

Essential duties and responsibilities include the following:

  • Attends training sessions, passes content assessment, and delivers designated instructional models and strategies in readiness, reading, mathematics, and/or writing skills to eligible students through utilization of Company-designed materials and educational strategies.
  • Develops and maintains individualized skill-appropriate lesson plans.
  • Ensures supervision of students at all times, including escorting students safely to and from Company classroom or to mobile/trailer classroom.
  • Establishes and maintains student forms and files as required by Company, local, state, and/or federal agencies.
  • Attends and documents conferences/meetings/trainings with Company Supervisors, classroom teachers, principals, and parents as required by the Company, local, state, and/or federal agencies.
  • Maintains inventory of educational materials and supplies.
  • Other duties may be assigned.

EDUCATION/EXPERIENCE:

Requires valid teaching certification, as required by contract. Teaching experience preferred.

OTHER JOB REQUIREMENTS:

Must understand that all children can learn. Must demonstrate positive and enthusiastic attitude towards internal and external customers. Must be flexible. Working knowledge of Microsoft Office preferred. Must be available to work during the summer months.

PHYSICAL ENVIRONMENT/WORKING CONDITIONS:

Light lifting, walking, climbing stairs. Most programs are in school settings.

The Company provides all classroom and instructional materials as well prepared lesson plans and paid training. Continued instructional and leadership support for all employees is also provided.

Apply Here: http://www.Click2Apply.net/nz4fsw3

 

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K-3 Teachers

New York, New York

Job Category: Teacher (K - 12)

Description:

Harlem Hebrew is a dual-language public charter school of excellence located in NYC CSD 3.
We seek dynamic, dedicated, experienced and professional educators who would relish the opportunity to work with exceptional colleagues, a diverse student body and an innovative program for the 2015-16 school year. Candidates do NOT need to speak Hebrew.

Opportunities include:

  • Kindergarten – Grade 3 General Studies Teachers
  • Kindergarten – Grade 3 ICT Teachers
  • Reading Teacher


All teachers MUST be NYS certified.

Benefits:

We offer a competitive compensation package and we are an EOE.

Contact:

Please send resume, cover letter and appropriate certifications to:jobs@harlemhebrewcharter.org

 

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Resource Specialist Teacher

Sourthern CA

Job Category: Resource Spec. Teachers - PT & Full Time

Description:

The primary responsibility of the RSP teacher is to provide instruction and other related services to Special Education students. The RSP Teacher will also facilitate diagnostic assessment including administration, scoring and interpretation. RSP teachers will review and revise IEP’s as needed. The Resource Specialist will support instruction in reading, math, and written language for students, tutor individual and small groups of students, administer and score academic testing, write individualized education plans and support other academic programs as needed. The Resource Specialist will work under the leadership of the Program Specialist and the Director of Special Education.


Provide instruction to students with special needs and identified learning disabilities in a resource specialist program

  • Tutor individual and small groups of students, reinforcing language and reading concepts
  • Administer and score individual and group tests
  • Schedule IEP meetings, coordinating schedules with parents, general education teachers, administrator, and all appropriate special education staff
  • Conduct IEP meetings
  • Communicate and coordinate special needs evaluation and testing with speech teacher, psychologist, and other service providers.
  • Communicate with parents regarding individual student progress and conduct
  • Maintain progress records and record progress toward IEP goals
  • Record progress within the independent study program
  • Perform other duties in support of the Resource Specialist program
  • Support other academic programs offered within the independent study program

 

Requirements:

Resource Specialist Certificate or ability to obtain Mild/Moderate Certificate

  • Ability to teach students of grades K-12
  • Ability to work with children of all ages
  • Ability to understand, adopt, and support the independent study program, concepts and their philosophies
  • Ability to organize and present ideas effectively in oral and written form.
  • Ability to make skillful decisions
  • Ability to work under pressure and meet deadlines
  • Ability to operate a PC computer, word processor, copier, FAX, and other office machines.
  • Minimum BA degree or equivalent.
  • Valid California Teaching Credential in Special Education Mild/Moderate

 

Contact:

Interested candidates submit their resumes to tlau@ofy.org or Janelle Morgan atjmorgan@ofy.org

 

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Special Education Teachers for 2015-2016

Nationwide

Job Category: Special Education Teacher

Description:

Today is the Day We Make It Happen. Join Our Team!


Lighthouse Academies is a growing, national network of charter schools that is dedicated to providing transformational opportunities in underserved urban areas. Our K-12 model is distinguished by rigorous, arts-infused academic programs complemented by social and cultural foundations needed to succeed in and graduate from college. We have schools in the following regions:

  • Bronx, New York
  • Central Arkansas (including Jacksonville, Pine Bluff, and North Little Rock)
  • Chicago, Illinois
  • Indianapolis, Indiana
  • Northwest Indiana (including East Chicago and Gary)
  • Indianapolis, Indiana
  • Milwaukee, Wisconsin
  • Oklahoma (including Oklahoma City and Tulsa)


Opportunities with Lighthouse Academies:  We are looking for outstanding Special Education teachers for elementary, middle, and high school positions for the 2015-2016 school year.


Lighthouse Academies provides opportunities for children to discover, achieve, and prepare for success in college, incorporating an arts-infused philosophy.  We develop children’s critical decision-making skills to prepare them for success in life.  We work relentlessly to achieve these outcomes through a self-sustaining model to transform children’s futures.  We need people who are fearless, driven, and forward-thinking.  We need people who share our passion for creativity and innovation. If you share our vision, join us.

Requirements:

Ideal Candidates are individuals who:

  • Are Certified and Highly qualified
  • Have a strong desire to work within an innovative, urban education program
  • Have a proven track record of raising student achievement scores in an urban environment
  • Have the ability to use data to inform instruction and decision-making related to student achievement
  • Have the ability to turn best practices into high-quality, goal-driven results
  • Have highly effective writing, oral, and interpersonal skills to communicate with a varied audience
  • Have strong data management tool, organizational tools, computer skills (Word, Excel, PowerPoint and Outlook)

Benefits:

We Offer:

  • Mission-driven teams in small schools with a focus on college preparation
  • Rigorous academics in areas of greatest need = greatest opportunities for transformation
  • A unique arts-infused curriculum to enhance student engagement
  • Focus on social development of scholars to prepare for success beyond the classroom
  • A commitment to professional development of all team members
  • Competitive benefits and performance bonuses

 

Contact:

To view the open positions and to submit an application, visithttp://www.lhacs.org/join/apply.

 

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Early Child Autism Teacher

Washington, DC

Job Category: Part Time & Full Time

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.

In DCPS, 4,000 teachers serve the needs of 47,000 students across 110 schools. 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
  • Thoughtfully plan daily lessons and implement specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary
  • 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.

Qualifications

  • Bachelor's degree
  • Possesses or is eligible for a valid District of Columbia Teaching License (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)
  • 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.

Stay Informed!

Follow us on Twitter at @dcpsjobs, or become a fan of DCPS Jobs on Facebook.

Criminal Background Check

In accordance with the Criminal Background Checks for the Protection of Children Act of 2004, this position has been designated and identified as one which requires a criminal background check and/or traffic record check.

If you are tentatively selected for the position, a criminal background check will be conducted. A final offer of employment is contingent upon the receipt of a satisfactory criminal background check.

Notice of Non-Discrimination

In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990 and the D.C. Human Rights Act of 1977, as amended, District of Columbia Official Code Section 2-1401.01 et seq. (Act), the District of Columbia Public Schools (DCPS) does not discriminate (including employment therein and admission thereto) on the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an interfamily offense, or place of residence or business. Sexual harassment is a form of sex discrimination, which is prohibited by the Act. In addition, harassment based on any of the above-protected categories is prohibited. Discrimination in violation of the aforementioned laws will not be tolerated. Violators will be subject to disciplinary action. Inquiries regarding the non-discrimination policies of DCPS will be handled as follows:

Employees with inquiries regarding non-discrimination policies related to employment and employees should contact:

Equal Employment Opportunity Specialist
Office of Labor Management & Employee Relations
District of Columbia Public Schools
1200 First St, NE, 10th Floor, Washington, DC 20002
(202) 442-5424

 

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Self Contained Classroom Special Education Teacher

Phoenix, AZ (multiple locations)

Job Category: Special Education Teacher

Description:

$46,000/year with 16 weeks off. Special Education Teachers needed in Arizona (Phoenix and surrounding cities). Needs are in the self-contained setting serving students with emotional disabilities (ED), Autism (A), Severe/Profound (S/P), and Intellectual Disabilities (ID). STARS is the largest school contract agency in AZ. STARS is therapist owned and operated. You will be an employee and receive full benefits (see below). With a proven track record, STARS is able to offer you an unbeatable support system and resources. STARS is hiring for the 2015-2016 school year. STARS places Special Education Teachers throughout the Phoenix, Tucson and the surrounding area public schools.

Requirements:

Certification through the AZDOE, in Special Education
Arizona Fingerprint Card through AZDPS
We will help you get the credentials needed and reimburse you for the cost.

Benefits:

16 weeks off, 100% Company paid Health, Dental, and Life Insurance, $1,000/year Continuing Ed Money, Paid DOE Certification Fees, Paid NASET Dues, Spanish Immersion trip, Hawaii Trip for two, 401K, 125 Plan, Direct Deposit, Evaluation tools and treatment supplies, Two company sponsored parties with professional entertainment, Company newsletter, STARS sponsored dinner meetings with national/local speakers, Yearly raises, Referral bonuses, Moving $, Birthday gifts and other appreciation throughout the year, Genuine Appreciation

YOU WILL FEEL LIKE A STAR!!!

Contact:

Brian Paulsen, COO,  Telephone: 480.221.2573 
Please email your resume to:  Jobs@StudentTherapy.com
Apply Online at StudentTherapy.comwe would love to hear from you!

 

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Teacher

Sherman Oaks, CA

Job Category: Education

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Ability to be certified and apply ProACT (Professional Assault Crisis Training) guidelines and/or follow a client (clients can be up to six feet tall and weigh over 200 pounds) who is experiencing significant behavioral problems or become Absent without Leave (AWOL) from the facility.
  • Employ a trans-disciplinary approach to education, conferring with team members as appropriate for particular issues.
  • Select appropriate curriculum content for each student.
  • Determine appropriate, measurable goals and objectives for each student.
  • Write Individual Education Plans (I.E.P.s) for each student and participate in I.E.P. meetings.
  • Participate in case conferences, review individual programs, and make suggestions for revisions, as needed.
  • Implement Individual Student Programs:
  • Know and teach the content of each student's I.E.P.
  • Prepare or secure necessary instructional materials.
  • Modify activities and adapt materials to promote student success.
  • Design and use instructional grouping patterns which are varied and flexible, including individual, small group, and whole class instruction.
  • Employ clear, predictable daily and weekly schedules, which accommodate students' needs.
  • Employ a balance between established routines and novel activities to create an environment that is both predictable and interesting.
  • Prepare a weekly plan book to detail lesson plans, grouping, activities, staff assignments, and other relevant information.
  • Employ appropriate, individualized teaching and reinforcement techniques to maximize student achievement.
  • Understand components that are safe and conducive to learning.

 

QUALIFICATIONS:

Must be Highly Qualified, in accordance with California Department of Education requirements, in the area of specialization. Teaching experience in the area of specialization is preferred.

http://www.thehelpgroup.org/job/teacher-parkhill-school-van-nuys/

To apply for this job email your details to careers@thehelpgroup.org

 

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Special Education Teacher - $125K Salary

New York

Job Category: Teaching

Description:

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.

Open Positions:

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

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

Also, we invite you to learn more about TEP Charter School and about teaching at the school on our Live Online Information Session (link below):

http://www.tepcharter.org/info-session-for-teachers.php

Benefits:

$70,000 - 125,000 salary (commensurate with experience + potential annual bonus, full benefits package)

To Apply:

http://www.tepcharter.org/apply.php

 

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RePublic Schools, Director of Student Supports

Boston

Job Category: Director of Special Education

Description:

RePublic is searching for passionate, bold, and gritty Directors of Student Supports (Special Education) ready to lock arms with the teams at Liberty Collegiate, Nashville Prep and RePublic High for the 2015-16 school year. Candidates must share our unwavering belief that every child in our school can and will graduate from college.

The Director of Student Supports will both own the school-wide Student Supports program and provide classroom support and interventions directly to students. The Director will ensure compliance with IEPs, communicate with families and service providers to keep all stakeholders actively involved, coordinate supports so that students are consistently and meaningfully set up for success, serve students by providing classroom instruction, and coach teachers on how to best reach all learners.

Who You Are:

  • A genuine believer that all students can achieve academic excellence
  • A growth-minded tinkerer who is constantly learning and hungry for feedback
  • A data-driven analyst who reflects and takes action based on results
  • An optimist who supports and motivates your teammates by having their back
  • A proactive communicator who reaches out to students, families, and teammates

What You'll Do:

Bring it: Arrive at school by 7 a.m., stay at school until 5 p.m., and be reliably present and engaged by bringing your best every day.

Own your content: Develop and manage a sustainable, compliant, and effective special education program.

Reach higher: Consistently lead students to meet the high expectations set across our school for both behavior and academics by faithfully implementing our systems.

Clear eyes, full hearts: Dive into all team professional development with an open mind and humility.

Joyful rigor: Dynamically lead groups of students in full group classroom learning and smaller guided reading or tutoring groups for targeted interventions.

Team and family: Collaborate with teammates in the united purpose of promoting student learning and building student character.

Sweat the small stuff: Build and uphold the culture of the school by learning, mastering, and implementing all values, policies, and systems.

Never stop learning: Deliver high-quality instruction that propels student achievement, and work with your coach to grow as a classroom leader.

Mine that data: Track and analyze student data in a transparent and consistent way, and constantly adjust and revise your teaching in response to that data

 

About RePublic Schools:

RePublic leads public charter schools that reimagine what's possible in public education. In 2013, our two founding schools -- Nashville Prep and Liberty Collegiate Academy -- were the first two charter schools in Tennessee history to reach the top 5% of public schools in the state for growth and performance. This fall, RePublic launched the Nashville Academy of Computer Science, where scholars learn to code starting in 5th grade. Next year, we will open Reimagine Prep -- the first public charter school in Mississippi.

Contact:

Annie Kurdziel

Director of Talent
Building Excellent Schools
akurdziel@buildingexcellentschools.org

 

 

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Teacher

Washington, DC

Job Category: School Year 2015-16

Opening Date: School Year 2015-16
Number of openings: Varies by content area

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.

In DCPS, 4,000 teachers serve the needs of 47,000 students across 110 schools. 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
  • Thoughtfully plan daily lessons and implement specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary
  • 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.

 

Qualifications

  • Bachelor's degree
  • Possesses or is eligible for a valid District of Columbia Teaching License (for more information on DC Teacher Licensure, please visit the website of the Office of the State Superintendent of Education at osse.dc.gov/service/teacher-licensure)

    • 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.

Stay Informed!
Follow us on Twitter at @dcpsjobs, or become a fan of DCPS Jobs on Facebook.

Criminal Background Check

In accordance with the Criminal Background Checks for the Protection of Children Act of 2004, this position has been designated and identified as one which requires a criminal background check and/or traffic record check. If you are tentatively selected for the position, a criminal background check will be conducted. A final offer of employment is contingent upon the receipt of a satisfactory criminal background check.

Notice of Non-Discrimination

In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990 and the D.C. Human Rights Act of 1977, as amended, District of Columbia Official Code Section 2-1401.01 et seq. (Act), the District of Columbia Public Schools (DCPS) does not discriminate (including employment therein and admission thereto) on the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an interfamily offense, or place of residence or business. Sexual harassment is a form of sex discrimination, which is prohibited by the Act. In addition, harassment based on any of the above-protected categories is prohibited. Discrimination in violation of the aforementioned laws will not be tolerated. Violators will be subject to disciplinary action. Inquiries regarding the non-discrimination policies of DCPS will be handled as follows:

Employees with inquiries regarding non-discrimination policies related to employment and employees should contact:

Equal Employment Opportunity Specialist
Office of Labor Management & Employee Relations
District of Columbia Public Schools
1200 First St, NE, 10th Floor, Washington, DC 20002
(202) 442-5424

 

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