Anticipated Special Ed Teacher - BHS One-Year only
Barrington Public Schools
Full-time
On-site
Barrington, Rhode Island, United States
Barrington Public Schools
Secondary Special Education Teacher
Job Description
TITLE: Secondary Special Education Teacher
QUALIFICATIONS:
1. Secondary Special Education Teacher Certification Granted by the Rhode Island
Department of Education
2. Experience providing Specially Designed Instruction (SDI), developing and
implementing Individualized Education Programs (IEPs) and collaborating on a
multi-disciplinary team.
3. Master’s Degree preferred
4. Experience with developing and implementing transition IEPs
To support Barrington's commitment to diversity and to foster inclusion, respect, and equity in
education, the successful candidate will be selected from a diverse pool of candidates.
Preference will be given to candidates who articulate their commitment to valuing inclusivity,
diversity, and belonging.
REPORTS TO: Building Administrator/Director of Pupil Personnel
JOB GOAL: To provide special education to support the academic achievement, social/behavioral
skills, and emotional well-being of Barrington students.
PERFORMANCE RESPONSIBILITIES OF SECONDARY SPECIAL EDUCATION TEACHER:
1. Adheres to federal and state special education regulations.
2. Communicates high and clear expectations for students.
3. Instills a growth mindset in students.
4. Fosters independence and grit in all learners.
5. Evidences knowledge and understanding of high and low incidence disabilities.
6. Demonstrates knowledge and skills in providing Specially Designed Instruction (SDI).
7. Provides special education to students in the general education classroom and special
class settings.
8. Provides evidence-based academic instruction and interventions in accordance with
ESSA and student IEPs.
9. Demonstrates knowledge and skills in providing evidenced-based interventions in the
areas of executive functioning and social/emotional and behavior.
10. Demonstrates knowledge and skills in providing transition services.
11. Administers and/or analyzes a variety of assessments (e.g. academic achievement,
diagnostic, screening, progress monitoring, observations, etc,) shares findings with key
stakeholders and interprets test data in order to support student performance.
12. Develops, implements and monitors meaningful and measurable Individualized
Education Programs (IEPs) and Behavior Intervention Plans (BIPs) to meet the unique
needs of students with disabilities.
13. Provides consultation to teachers regarding the unique and individualized needs of their
students, including the provision of accommodations and modifications.
14. Coordinates the support services of Teacher Assistants for students on caseload.
15. Communicates regularly with students and parents regarding the student’s academic,
behavioral, social/emotional needs and progress; communicates immediately when
there are urgent concerns.
16. Serves as a member of Evaluation and IEP Teams.
17. Demonstrates skills in facilitating meetings.
18. Collects and analyzes student progress monitoring data on a regular basis to make
instructional decisions.
19. Communicates regularly with Building Administrators and Director and Assistant Director
of Pupil Personnel.
20. Has solid knowledge of the Common Core State Standards and Essential Elements.
21. Follows school policy and procedures, respecting the boundaries of professional
responsibilities, when working with students, colleagues, and families.
22. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
23. Maintains thorough records for each student.
24. Attends staff development programs, curriculum development meetings, and other
professional activities.
25. Collaboratively creates and implements performance tasks, formative and summative
assessments aligned to the Common Core and 21st century skills as well as task
validation and calibration.
26. Disseminates accurate and positive information about the schools’ and district’s goals
and initiatives in a variety of print and electronic formats.
27. Supports positively and actively the efficient, effective, and collaborative management
of school operations to ensure learning experiences, promote positive discipline
practices, and school safety practices advance the mission of the district.
28. Utilizes an understanding of students (e.g., individual interests, prior learning,
background, and experiences) to create connections between the subject matter and
student experiences.
29. Designs lessons that extend beyond factual recall and challenge students to develop
higher-level cognitive skills and use tasks that engage students in exploration, discovery,
and hands-on activities and engage students in generating knowledge, testing
hypotheses, and exploring methods of inquiry and standards of evidence.
30. Creates learning groups in which all students learn to work collaboratively and
independently.
31. Uses a variety of communication strategies (e.g., listening, restating ideas, questioning,
offering, counterexamples, and technological advances) to engage students in learning,
to collect and share information, and to enrich discourse in the classroom and the
school.
32. Provides students with opportunities and guidance to evaluate their own work and
behavior against defined criteria and use the results of self-assessment to establish
individual goals for learning use assessment results to provide students with timely,
helpful, and accurate feedback on their progress toward achievement goals.
33. Takes responsibility for learning about and implementing federal, state, district and
school initiatives to improve teaching and learning.
34. Interacts with students, colleagues, parents, and others in a professional manner that is
fair and equitable and guided by codes of professional conduct.
35. Exhibits attributes of reliable attendance, promptness, dependability, and professional
ethics; Use effective communication skills with students, colleagues, families and
related agencies (spoken, written and non-verbal); Completes all requested forms,
reports, and data collections in an accurate and timely manner; Performs the functions
of the position in accordance with the: RI Professional Teaching Standards; RI
Professional Code of Conduct; and all laws, regulations, school district policies,
directives, the mission of the district, school-based plans, and administrative priorities/
requests.
36. Performs other duties as may be assigned by the Principal or other appropriate
administrators and/or necessary to perform the functions of the position.
PEDAGOGIES FOR DEEP LEARNING:
Provides many opportunities for reading high quality texts and applying what they know through
Harkness Discussions, writing, project-based learning, and Deep Learning critical thinking,
communication, citizenship, character, creativity, and collaboration.
Develops knowledge of the purpose, structure, and operation of cultural relevance and culturally
responsive and sustaining teaching practices.
Applies current research-based best instructional practices and strategies to deliver the
curriculum and understands how knowledge is constructed within the discipline and Deep
Learning competencies.
Plans and prepares lessons to optimize learning, using the Deep Learning Design Template as a
framework where applicable.
Requires students to regularly engage in high-level activities, including application and analysis
of information, as defined by the Deep Learning Progressions.
WORKING CONDITIONS AND PHYSICAL REQUIREMENTS:
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodation
may be made to enable individuals with disabilities to perform essential functions. The
employee is regularly required to operate a keyboard, to view a computer screen, and to sit or
stand for extended periods of time. Required vision abilities include close vision and the ability
to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and
arms, grasp and manipulate large and small items. The employee is also required to move from
location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI.
Communication requirements include the ability to hear and respond to voice and other sounds
in small and large settings with background noise and to present information orally and in
writing.
“The Barrington Public Schools does not discriminate on the basis of race, color, creed, national or ethnic origin, gender, religion,
disability, age, sexual orientation, gender identity or expression, citizenship, or status as a disabled veteran, or past or present
honorable military service with respect to access to, the provision of, or employment in its educational services, programs and
activities, including admissions, athletics and other district programs.” BPS 3/21/2023
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
TERMS OF EMPLOYMENT: Per Teacher Contract
EVALUATION: Performance will be evaluated in accordance with the provisions of the School
Committee policy on evaluation of teaching staff.
“
Secondary Special Education Teacher
Job Description
TITLE: Secondary Special Education Teacher
QUALIFICATIONS:
1. Secondary Special Education Teacher Certification Granted by the Rhode Island
Department of Education
2. Experience providing Specially Designed Instruction (SDI), developing and
implementing Individualized Education Programs (IEPs) and collaborating on a
multi-disciplinary team.
3. Master’s Degree preferred
4. Experience with developing and implementing transition IEPs
To support Barrington's commitment to diversity and to foster inclusion, respect, and equity in
education, the successful candidate will be selected from a diverse pool of candidates.
Preference will be given to candidates who articulate their commitment to valuing inclusivity,
diversity, and belonging.
REPORTS TO: Building Administrator/Director of Pupil Personnel
JOB GOAL: To provide special education to support the academic achievement, social/behavioral
skills, and emotional well-being of Barrington students.
PERFORMANCE RESPONSIBILITIES OF SECONDARY SPECIAL EDUCATION TEACHER:
1. Adheres to federal and state special education regulations.
2. Communicates high and clear expectations for students.
3. Instills a growth mindset in students.
4. Fosters independence and grit in all learners.
5. Evidences knowledge and understanding of high and low incidence disabilities.
6. Demonstrates knowledge and skills in providing Specially Designed Instruction (SDI).
7. Provides special education to students in the general education classroom and special
class settings.
8. Provides evidence-based academic instruction and interventions in accordance with
ESSA and student IEPs.
9. Demonstrates knowledge and skills in providing evidenced-based interventions in the
areas of executive functioning and social/emotional and behavior.
10. Demonstrates knowledge and skills in providing transition services.
11. Administers and/or analyzes a variety of assessments (e.g. academic achievement,
diagnostic, screening, progress monitoring, observations, etc,) shares findings with key
stakeholders and interprets test data in order to support student performance.
12. Develops, implements and monitors meaningful and measurable Individualized
Education Programs (IEPs) and Behavior Intervention Plans (BIPs) to meet the unique
needs of students with disabilities.
13. Provides consultation to teachers regarding the unique and individualized needs of their
students, including the provision of accommodations and modifications.
14. Coordinates the support services of Teacher Assistants for students on caseload.
15. Communicates regularly with students and parents regarding the student’s academic,
behavioral, social/emotional needs and progress; communicates immediately when
there are urgent concerns.
16. Serves as a member of Evaluation and IEP Teams.
17. Demonstrates skills in facilitating meetings.
18. Collects and analyzes student progress monitoring data on a regular basis to make
instructional decisions.
19. Communicates regularly with Building Administrators and Director and Assistant Director
of Pupil Personnel.
20. Has solid knowledge of the Common Core State Standards and Essential Elements.
21. Follows school policy and procedures, respecting the boundaries of professional
responsibilities, when working with students, colleagues, and families.
22. Identifies student needs and cooperates with other professional staff members in
helping students solve health, attitude, and learning problems.
23. Maintains thorough records for each student.
24. Attends staff development programs, curriculum development meetings, and other
professional activities.
25. Collaboratively creates and implements performance tasks, formative and summative
assessments aligned to the Common Core and 21st century skills as well as task
validation and calibration.
26. Disseminates accurate and positive information about the schools’ and district’s goals
and initiatives in a variety of print and electronic formats.
27. Supports positively and actively the efficient, effective, and collaborative management
of school operations to ensure learning experiences, promote positive discipline
practices, and school safety practices advance the mission of the district.
28. Utilizes an understanding of students (e.g., individual interests, prior learning,
background, and experiences) to create connections between the subject matter and
student experiences.
29. Designs lessons that extend beyond factual recall and challenge students to develop
higher-level cognitive skills and use tasks that engage students in exploration, discovery,
and hands-on activities and engage students in generating knowledge, testing
hypotheses, and exploring methods of inquiry and standards of evidence.
30. Creates learning groups in which all students learn to work collaboratively and
independently.
31. Uses a variety of communication strategies (e.g., listening, restating ideas, questioning,
offering, counterexamples, and technological advances) to engage students in learning,
to collect and share information, and to enrich discourse in the classroom and the
school.
32. Provides students with opportunities and guidance to evaluate their own work and
behavior against defined criteria and use the results of self-assessment to establish
individual goals for learning use assessment results to provide students with timely,
helpful, and accurate feedback on their progress toward achievement goals.
33. Takes responsibility for learning about and implementing federal, state, district and
school initiatives to improve teaching and learning.
34. Interacts with students, colleagues, parents, and others in a professional manner that is
fair and equitable and guided by codes of professional conduct.
35. Exhibits attributes of reliable attendance, promptness, dependability, and professional
ethics; Use effective communication skills with students, colleagues, families and
related agencies (spoken, written and non-verbal); Completes all requested forms,
reports, and data collections in an accurate and timely manner; Performs the functions
of the position in accordance with the: RI Professional Teaching Standards; RI
Professional Code of Conduct; and all laws, regulations, school district policies,
directives, the mission of the district, school-based plans, and administrative priorities/
requests.
36. Performs other duties as may be assigned by the Principal or other appropriate
administrators and/or necessary to perform the functions of the position.
PEDAGOGIES FOR DEEP LEARNING:
Provides many opportunities for reading high quality texts and applying what they know through
Harkness Discussions, writing, project-based learning, and Deep Learning critical thinking,
communication, citizenship, character, creativity, and collaboration.
Develops knowledge of the purpose, structure, and operation of cultural relevance and culturally
responsive and sustaining teaching practices.
Applies current research-based best instructional practices and strategies to deliver the
curriculum and understands how knowledge is constructed within the discipline and Deep
Learning competencies.
Plans and prepares lessons to optimize learning, using the Deep Learning Design Template as a
framework where applicable.
Requires students to regularly engage in high-level activities, including application and analysis
of information, as defined by the Deep Learning Progressions.
WORKING CONDITIONS AND PHYSICAL REQUIREMENTS:
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodation
may be made to enable individuals with disabilities to perform essential functions. The
employee is regularly required to operate a keyboard, to view a computer screen, and to sit or
stand for extended periods of time. Required vision abilities include close vision and the ability
to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and
arms, grasp and manipulate large and small items. The employee is also required to move from
location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI.
Communication requirements include the ability to hear and respond to voice and other sounds
in small and large settings with background noise and to present information orally and in
writing.
“The Barrington Public Schools does not discriminate on the basis of race, color, creed, national or ethnic origin, gender, religion,
disability, age, sexual orientation, gender identity or expression, citizenship, or status as a disabled veteran, or past or present
honorable military service with respect to access to, the provision of, or employment in its educational services, programs and
activities, including admissions, athletics and other district programs.” BPS 3/21/2023
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
TERMS OF EMPLOYMENT: Per Teacher Contract
EVALUATION: Performance will be evaluated in accordance with the provisions of the School
Committee policy on evaluation of teaching staff.
“