Special Education/English Learner Teacher
8 months ago
Washington
Job DescriptionPosition: Special Education/English Learner TeacherReports to: Special Education Coordinator The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders who influence the lives of children. Special Education/English Learner Teachers will work with general education teachers to foster a student-centered learning environment that respects the culture and identity of every child, so they can thrive academically, socially, and emotionally. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), the school uses a 50/50 model, where the children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead language teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language (Mandarin Chinese or Spanish). The lead English teacher will teach literacy and math skills to all children. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each student’s social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and act with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serve as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Principal and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Compliance • Implement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure compliance, • Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law, • Analyze the results of the Home Language Survey to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school year, • Administer the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case Management • Serve as case manager for students with a 504 accommodation plan, • Update IEP, 504s, and BIPs as to the achievement of goals and objectives by the end of every quarter, • Inform general education teachers of IEP, 504, and BIP goals as necessary; create IEP snapshots, • Issue quarterly progress reports on IEP, 504s, and BIP goals for students & families, • Provide interventions and all ELL services to students on your caseload, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services comply with mandates, • Monitor and support the implementation of goals and objectives in content Curriculum, Instruction, and Assessment • Case manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventions, • Design and implement engaging instruction based on IEP goals and objectives for each student, • Address IEP and ILP goals by providing in-class support, small-group instruction, and/or pull-out groups, • Collaborate with general education teachers and the Special Education Coordinator to assess every student’s mastery of the content and diagnose areas of student misunderstanding, • Serve as “owner” of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students’ IEPs and 504 plans, liaising with external service providers, ensuring all services comply with mandates, and coordinating annual IEP review process, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child daily, • Actively participate in data-analysis cycles and protocols to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Service Delivery • Oversee the delivery of both instruction and related services as stipulated in IEPs, • Provide and/or support modifications and accommodations as needed in classrooms, • Co-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) regularly to address the needs of each student, • Maintain a portfolio of student work samples, anecdotal data, and classroom observations, • Serve as the Disability Test Co-Coordinator for all standardized assessments (including PARCC), • Be accountable for student's mastery of academic standards, • Co-facilitate professional learning and training for teachers, staff, and families Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students’ needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations, • Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family Engagement • Build rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about them, • Ensure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetings, • Promotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusiveness, • Implement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school mission, • Engage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development, • Provides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students’ progress towards their IEP goals), and school challenges and accomplishments, • Plan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goal, • Evaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications plan, • Creates and sustains positive, collaborative, and productive relationships with families and community members for the benefit of students (and their families) The ideal candidate is highly knowledgeable in the following: • Effective language acquisition strategies, • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Special Education Teacher/Co-Coordinator Requirements: • At least three years of experience as a Special Education Teacher preferred, • Meet state educational requirements, preferably a valid state-issued license for Special Education in elementary education, or meet eligibility, including undergraduate studies in Special Education, • A Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with variously identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Ability to collaborate and teach through a lens of diversity, equity, justice, and inclusion, • Strong communication skills (both oral and written)
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