Teacher Transformative K-8th Grade Special Education Teachers for 2018-2019
Job Description
BLCS special education teachers are more than staff members and classroom managers. They help transform children’s lives by creating opportunities for a brighter future. We are seeking a special education teacher who will make the commitment to teach with determination, integrity and purpose, embodying these essential qualities:
• Past experiences and actions reflect a commitment to the LHA mission, vision, core values
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and scholars
A BLCS special education teacher provides direct services to scholars, consults with other professionals, discusses progress with parents, plans, delivers and evaluates instructional outcomes, and conducts the research needed to perform the essential functions of the position. Instruction is delivered in a classroom through an inclusion model and/or small group pull-out. The essential functions for our special education teachers are as follows:
• Implements the Lighthouse Academies, Inc. curriculum, which includes the incorporation of the arts in daily instruction.
• Collaborates with general education classroom teacher to modify curriculum to reach all learners.
• Writes goals and objectives for IEPs using state’s special education software, such as SESIS.
• Administers and interprets individual formal and informal assessments and measures student achievement of, and progress toward, their objectives and goals.
• Participates in IEP meetings and provides necessary documentation, as requested.
• Provides progress reports to parents as stated in the IEP, maintain timely communication with all parents/guardians concerning student progress and to provide a clear picture of the curriculum and high expectations.
• Communicates and enforces high expectations and standards for behavior, aligned with Restorative Practices, to create a strong culture of achievement and respect.
• Organizes and maintains, in scholar file, all required paperwork for all assigned students and ensures compliance with federal and state regulations.
• Follows through with parent and staff requests and provides consultations regarding students.
• Coordinates services for assigned scholars provided by itinerant staff or
• Accesses meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement. party providers.
• Reflects critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
• Writes scholars’ IEPs according to federal and state guidelines
Examples of Work:
• Writes lesson plans that correlate with the IEP
• Completes progress reports and assessment reports as required.
• Maintains students’ files with completed paperwork reflecting the essential components as determined by federal and state laws
EDUCATION: Bachelor’s degree, preferably in Special Education
EXPERIENCE, KNOWLEDGE & SKILLS:
• Two (2) years prior teaching experience in an urban environment preferred
• Required state teaching certification/licensure
• Highly Qualified status under No Child Left Behind
• Knowledge of applicable federal and state regulations and statutes.
• Strong desire to work within an innovative, urban educational program
• Proven track record of raising student achievement scores in an urban environment
• Ability to use data to inform instruction and decision-making related to scholar achievement
• Ability to turn best practices into high quality, goal-driven results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)
