To equip Dorchester students with the attitude, skills and experience to graduate from college.
Honest Clear Communication
To use education as a means to transform the neighborhoods of Dorchester.
TITLE: SPECIAL EDUCATION TEACHER
REPORTS TO: Middle School Director
The responsibilities of a special education teacher are twofold based on the school year calendar and the summer calendar. Our middle school follows the Boston Public Schools calendar for instruction; however, our teachers are employed by College Bound Dorchester and follow a 12-month administrative calendar working 12 months and taking paid time off when needed and approved. During the traditional school year the special education teacher provides direct and supplemental academic support to students in order to prepare them to integrate back into mainstream education with the ultimate goal of entering a competitive, college-focused high school program. Summer school program operates during a portion of the summer with a modified schedule. The special education teachers continues to support assigned students during the summer, as well as participate in activities to prepare for the following school year. This position also supports the Director in coordinating special education services and compliance for the middle school program.
- Develop appropriate and rigorous objective-based lessons based on College Bound competencies and benchmarks, as well as students’ IEPs;
- Execute lessons using research-based best practices that engage and challenge students, both as a group and individually;
- Use assessment daily to determine progress toward the IEP objective(s) and to inform lesson planning and individualized, differentiated instruction;
- Support general education teachers to increase their ability to differentiate instruction to meet the needs of students on IEPs in their classrooms;
- Assist the Director in coordinating required special education services;
- Act as a liaison with BostonPublic School, as needed, by participating in IEP meetings, communicating needs and supporting compliance;
- Support the ongoing creation of a competency-based curriculum that prepares students for high school academically and socially-emotionally;
- Incorporate identified high school readiness competencies (social-emotional/life skills) and benchmarks into teaching and interactions as appropriate;
- Administer and score any standardized assessments according to assessment timeline;
- Track and update all efforts and student progress using Efforts To Outcomes software, as well as maintaining all other required records;
- Create a classroom culture that is inviting, safe, supports the academic and social-emotional growth of the students, and highlights college;
- Assist in the maintenance of materials, equipment and supplies;
- Work to engage parents/guardians of students with IEPs in their child’s education by providing required and informal progress information, as well as to increase their ambition toward competitive high schooling and college;
- Participate in required parent, team and program meetings, as scheduled and/or needed;
- Share in all classroom responsibilities: cleaning room, maintenance of materials, preparation and/or serving of snack/meals and other general classroom duties.
- Collaborate with colleagues to continuously improve personal practice, classroom instruction, assessment, and student achievement; as well as to achieve the overall goals and mission of the school and the organization.
- Participate in relevant required trainings and seek out training opportunities that support professional development outlined in the Individualized Professional Development Plan;
- Adhere to all protocols and norms for communication and professional conduct, e.g. Email and Phone Communication Protocol, Communication Norms.
- Fulfill all outlined and related functions in a professional, timely, and thorough manner.
- Complete other duties related to this position as assigned by your direct supervisor.
The ideal candidate will possess the qualifications listed below. The qualifications listed are considered minimum qualifications, unless noted otherwise.
Education: Bachelor degree in special education or related field required
Experience, Knowledge and Skills:
- Current teacher licensure special education, preferably in MA, required;
- Three years experience teaching special education in an urban middle school;
- Three years experience working with at/proven risk adolescents;
- Experience building and working with a competency-based curriculum;
- Proven track record of success in advancing student proficiency with MCAS;
- Commitment to the mission and vision of College Bound Dorchester;
- Highly organized, motivated, and adaptable;
- Ability to work with a diverse staff and to support a diverse population of students;
- Self-directed, enthusiastic, reliable, and creative, comfortable working as a team player to develop and enhance the Middle School Prep program;
- Proficient use of Microsoft Office suite: Word, Excel, Powerpoint, Outlook;
- Experience working with Efforts To Outcomes or other performance data-base to track progress and inform decision making;
- Ability to travel for field trips within and near the community – valid driver’s license preferred.
Formal evaluation twice per year by supervisor against standards outlined in evaluation protocol, ongoing participation in observation/feedback cycle; informal evaluations, progress toward goals outlined in Individualized Professional Development Plan.
EMPLOYMENT & BENEFITS
As per College Bound Dorchester Policy.
Full-Time, Administrative Calendar Year (12 months) and Exempt
SALARY & HOURS
Salary is commensurate with education and experience; Standard school day/week schedule during the school year with summer schedule to be determined with direct supervisor.
College Bound Dorchester Inc. is an Equal Opportunity Employer.
How to apply
Please apply on our site www.collegebounddorchester.org
18 Samoset Street, Boston, MA, 02124, US