School Year 25/26 Special Education Teacher- TEAMS Program Gr. 6-8

Special Education Teacher- TEAMS Program Gr. 6-8

Lynn Public Schools is guided by its mission, vision, and core values.

Mission - The Lynn Public Schools commits to providing our students with a safe inclusive learning environment that inspires and promotes individual academic and personal growth.

Vision - Drawing upon the strength of our community, our families, our students, and our partners, Lynn Public Schools commits to supporting the intellectual, vocational, academic and social-emotional success of all of our students. We create equitable conditions for all students to thrive in a global society. With a focus on equity, excellence, and innovation, the district serves 17,193 students across 28 schools. 

Core Values - The Lynn Public Schools community celebrates that we live in a rapidly changing, increasingly diverse and connected world. In our partnered effort to prepare students for this world, we are equally committed to:

• Inclusiveness
• Shared responsibility
• Collaborative relationships
• High expectations
• Inspiring life-long learning

QUALIFICATIONS 

• Bachelor's Degree required; Master’s Degree preferred
• Valid license from the Massachusetts Department of Elementary and Secondary Education in Severe, All Levels or Moderate Disabilities PreK-8 
• SEI Endorsement
• Additional content area licensure is encouraged
• Licensure requirements and validity are subject to change at the discretion of DESE
• Knowledge of current education legislation/regulations
• Ability to work effectively with teachers, support staff, and parents and advocate for children in order to effectively problem solve
• Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders
• Experience in urban district/setting preferred
• Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice 
• An understanding of the concepts of institutional and structural racism, and bias, and their impact on underserved and underrepresented communities

The TEAMS Program (Together Educating and Advancing Multi-Handicapped Students) provides highly specialized instruction to students who carry a diagnosis of severe global developmental delays and multiple disabilities. The TEAMS program offers highly specialized supports and related services to maximize developmental potential.

The TEAMS program meets the needs of students by working closely with the TEAMs medical staff, therapists and specialists to ensure that all students’ health, physical and educational needs are met to allow for their individual academic growth and success.

Each TEAMS program classroom provides a warm and sensory rich environment with a strong focus of meeting the multi-sensory needs of all students. TEAMS classrooms are highly structured, safe and nurturing environments. Students’ needs in the areas of communication, self-care, social, recreation/leisure and life skills are addressed within the school environment. The program offers a full range of therapies, as well as access to adaptive technology for learning, leisure and communicative purposes. The program is centered upon the use of the “Unique Learning System/ ULS” curriculum with strong emphasis on the use of communication aides to enhance language acquisition- (ex. communication boards, switches, visual schedules, GoTalk equipment, iPad and App usage). Related Services instruction is provided in a “push in” model and on a one-to-one basis. The teacher –student ratio is small enough so that each student is able to have their unique and individual needs met to reach their personal goals. 

TEAMS classrooms are staffed with a high staff to student ratio that allows for supportive relationships among teachers, students and their families. TEAMs teachers and paraprofessionals work together to provide a safe and enriching environment for students to work towards their highest potential.

Program Components

• Curriculum: Academic instruction is presented at students’ individual entry/access points within the Massachusetts Curriculum Frameworks.  Teachers utilize the Unique Learning System/ULS to guide them in this process.  The Unique Learning System designed specifically to give students with complex learning needs meaningful access to the general education curriculum. Teachers deliver differentiated, standards-aligned content enhanced by assessments, data tools and evidence-based instructional support. Staff focus on providing motivating interactive learning environment, engaging symbol support and a path to independence

• Related Services: Speech and Language Pathologists, Occupational Therapists, Physical Therapists, Teachers of the Deaf and Hard of Hearing, Vision Specialists, Adaptive Physical Education Teachers, BCBA Behavioral Specialists, service TEAMS students. Students are also assisted by at least 2 classroom paraprofessionals and, in some cases, 1:1 paraprofessionals all of whom provide support with instruction, data collection, positioning, toileting and personal care needs, feeding and mobility.

• Nursing: Students with medical needs are serviced by RNs and LPNs who are assigned specifically to TEAMS classrooms. Nurses assist with tube feeds, monitoring of health status and provide suctioning, orthotic positioning, address skin care and administer medications. TEAMS nurses also frequently communicate with students’ primary care physicians and frequently communicate with family members regarding student health needs.  TEAMS nurses train staff about student medical needs, safety and procedures.  When deemed necessary, some students are assigned 1:1 nursing support to monitor tracheotomies.

• Sensory support and equipment: Each TEAMS classroom is equipped with specialized seating and standers to use to position and seat students in an optimal way throughout the day. Quiet sensory areas are outfitted with comfortable seating (beanbag loungers, recliners, and mats) dimmed or specialized lighting, music and tactile toys. Students also have access to an indoor swing, ball pits and vibrating lounger.

• Discreet Trial Training and Behavioral Support: Some TEAMS students have individualized DTT programming designed to meet their educational, social, and play skill needs. The TEAMS Program provides educational and behavioral programming for students using Discrete Trial Teaching (DTT) and the principles of Applied Behavior Analysis (ABA).  DTT is an evidenced-based criteria teaching model used to teach skills in a planned, controlled, and systematic manner.  Each trial or teaching opportunity has a defined descriptor.  The use of antecedents (what happens before a behavior) and consequences (what happens after a behavior) are carefully planned and implemented.  Data is collected throughout each trial on progress and challenges, and acquisition and maintenance of learned skills.

• Assistive and Adaptive Technology: TEAMS classrooms utilize several modes of assistive and adaptive technology (low and high tech). These may include the following: Jelly Bean Switches, Big Macs, GoTalks, iPads, computers, adaptive equipment, PECs, Mayer Johnson, communication Apps, FM Systems, acoustical paneling, specialized equipment, switch interfaces, etc. The program is supported by AT and AAC consultants who work with staff to individualize communication systems for our students.

PERFOMANCE RESPONSIBILITIES

• Provide diagnostic, prescriptive, and evaluative services for identified students. 
• Planning and implementing standards-based lesson planning and IEP goals. 
• Participate in Benchmark Assessments and continued Progress Monitoring. 
• Assess levels of student achievement effectively, analyze data, and prescribe actions for improvement. 
• Provide small group instruction for identified students 
• Professionally communicating orally and in writing with students, parents, and others. 
• Work collaboratively and cooperatively with teachers/specialists/paraprofessionals in planning instruction to meet the needs of a diverse population of learners. 
• Use a variety of instructional strategies appropriate for teaching students from diverse backgrounds with different learning styles and needs. 
• Model effective teaching strategies and ABA techniques. 
• Provide and organize a variety of materials and resources to support instructional resource. 
• Use time effectively. 
• Performing duties as requested by principals. 
• Communicates high standards and expectations for all students.  

TERMS OF EMPLOYMENT:

• As negotiated with Lynn School Committee and Lynn Teachers Union.
• 180 days per year
• Teacher Salary Estimator

BENEFITS: The City of Lynn offers comprehensive and competitive health and dental benefits; Harvard Pilgrim PPO/HMO, Altus Dental High/Low, and Vision Insurance.  Life Insurance, Flexible Spending Plan (FSA) as well as Short Term Disability and Long-Term Disability are available on a voluntary basis.  Please see the website: City of Lynn for more details.

An offer of employment is contingent upon successful completion of a pre-employment physical, including a drug test, National fingerprint-based Criminal Background Check (NCBC), and Criminal Offender Record Information (CORI).

All MUST be completed PRIOR to the start of employment.

Non-Discrimination Policy  

It is the policy of the Lynn Public Schools not to unlawfully discriminate or tolerate discrimination in the administration of its educational and employment policies, or in its programs and activities, on the basis of sex, sexual orientation, gender identity, gender expression, marital status, familial status, pregnancy (including nursing or pregnancy conditions), parental leave, race*, color, national origin, creed/religion, ethnicity, ancestry, age, genetic information, active military/veteran status, mental or physical disability, special need, proficiency in the English language or academic achievement, homelessness, public assistance status, or any other characteristic protected by any federal, state or local laws or regulations, including Title VI and VII of Civil Rights Act of 1964, Title IX of the 1972 Amendments to the Civil Rights Act, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination in Employment Act, and M.G.L. Ch. 76:5, M.G.L., Ch.151, if and as applicable.  Race when referenced in any policy of the Lynn Public Schools, whether or not specified, shall include traits historically associated with race, including, but not limited to, hair texture, hair type, hair length and protective hairstyles.