About this role
Description
The grades 6-8 substantially separate classroom teacher is a special education teacher responsible for the programming and implementation of Individualized Education Program services for students with cognitive developmental disabilities in a small group setting. The Sub-Separate Teacher will work collaboratively with ancillary services providers and paraprofessionals to improve performance of students using evidence-based practices. Primary responsibility shall include student safety and appropriate collaboration and attention to each student's readiness to learn.
Requirements
Bachelor's Degree in Education/Special Education
MA Licensure-PreK-8 Moderate Disabilities or Severe Disabilities
SEI Endorsement
Preferred Requirements
Master's Degree
3 years experience working with students with developmental disabilities
Experience in applying the principles of Applied Behavior Analysis
Responsibilties
- Create a safe and respectful learning environment with clear and consistent schedules and routines
- Daily application of the basic principles of ABA
- Plan and facilitate lessons and accommodations for in person learning that are aligned with State Standards
- Collaboration with general education teachers and other special education teachers
- Support students in accessing the inclusion setting; promote school-wide respect of differences and inclusion
- Create a system for motivating students to perform at their potential, use of positive reinforcement
- Follow individual behavior support plans, collect data on behaviors, and consult regarding effectiveness of interventions
- Implement de-escalation procedures and respond to challenging behaviors with respect and preserving the dignity of students
- Provide social modeling, scripts, and social skills instruction
- Support students in toilet training routines
- Supervise daily activities of paraprofessionals assigned to the classroom
- Collaborate with ancillary service providers (i.e. SLP, OT, PT, BCBA) to provide a whole-child approach to learning
- Support students in increasing communication skills including the use of visuals, AAC devices, PECS, etc.
- Implement IEP accommodations, collect data on IEP goals, and report out on progress in all areas including academics, behavior, and social skills as required by the Massachusetts Department of Elementary and Secondary Education for students receiving Special Education services
- Participate in Team meetings, report out on student progress in parent friendly language, and propose new programming accommodations as needed
- Evaluate students as necessary according to their IEP timeline
- Two-way culturally responsive ongoing communication with parents
- Participation in de-escalation and physical management training as offered by the district when appropriate
The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.