Special Education Teacher
Provincetown Schools
2 months ago
Full-time
On-site
Massachusetts, United States
The Provincetown World IB Schools seeks an exceptional SPECIAL EDUCATION TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders.
REPORTS TO: Director of Special Education Needs (SEN), Principal
RESPONSIBILITIES:
● Implement district learning goals and objectives, in alignment with state frameworks.
● Provide specialized instruction to students pursuant to their IEPs.
● Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
● Work closely with classroom teachers and staff in a push-in model to foster a truly inclusive classroom environment.
1. Accountability for Student Achievement
● Sets learning goals for all students, uses instructional practices that reflect high expectations for students and student work; engages all students in learning.
● Consistently defines high expectations for student learning goals and student behavior.
● Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
● Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
2. Communicating Professional Knowledge
● Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
● Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
3. Equitable & Effective Instruction
● Builds a productive learning environment where every student participates and is valued as part of the class community.
● Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
● Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.
4. Cultural Proficiency
● Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
5. Parent/Family Engagement
● Engages with families and builds collaborative, respectful relationships
● Consistently provides parents with clear expectations for student learning and shares strategies to promote learning and development at school and home.
6. Professional Reflection & Collaboration
● Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
● Consistently collaborates with colleagues through shared planning to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
● Regularly provides consultation to classroom teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
● Create and contribute to written International Baccalaureate Units of Inquiry with suggestions for differentiation and access points for students in special education; provide evidence of student work aligned to these units.
REPORTS TO: Director of Special Education Needs (SEN), Principal
RESPONSIBILITIES:
● Implement district learning goals and objectives, in alignment with state frameworks.
● Provide specialized instruction to students pursuant to their IEPs.
● Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
● Work closely with classroom teachers and staff in a push-in model to foster a truly inclusive classroom environment.
1. Accountability for Student Achievement
● Sets learning goals for all students, uses instructional practices that reflect high expectations for students and student work; engages all students in learning.
● Consistently defines high expectations for student learning goals and student behavior.
● Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
● Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
2. Communicating Professional Knowledge
● Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
● Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
3. Equitable & Effective Instruction
● Builds a productive learning environment where every student participates and is valued as part of the class community.
● Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
● Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.
4. Cultural Proficiency
● Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
5. Parent/Family Engagement
● Engages with families and builds collaborative, respectful relationships
● Consistently provides parents with clear expectations for student learning and shares strategies to promote learning and development at school and home.
6. Professional Reflection & Collaboration
● Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
● Consistently collaborates with colleagues through shared planning to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
● Regularly provides consultation to classroom teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
● Create and contribute to written International Baccalaureate Units of Inquiry with suggestions for differentiation and access points for students in special education; provide evidence of student work aligned to these units.