Special Education Teacher - RISE Program

Performance Responsibilities

• Direct assignment to the building principal for routine administrative matters and to the Supervisor of Special Needs for the delivery of services identified in the IEP, and related program issues.
• To perform all duties listed herein and other appropriate tasks assigned by the Supervisor of Special Needs.
• In cooperation with the Evaluation TEAM Chairperson, the School Psychologist and such other special needs staff members, as involved, performs diagnostic assessments of children suspected of, or diagnosed as having, special needs.
• In cooperation with the Evaluation TEAM Chairperson, consults regularly with Regular Education and Special Education Teachers regarding ways to meet the needs of those special needs students assigned to their classrooms.
• Work with school staff to promote maximum integration of children with special needs
• To participate actively in the evaluation process and TEAM meetings.
• To chair all perfunctory Review and Annual Review Meetings of students.
• To administer educational assessments for Annual Reviews and Re-evaluations.
• To assist in the development of appropriate educational plans as directed by the Evaluation TEAM Chairperson.
• Insure the orderly and timely implementation of those educational plans developed
• To confer with the parents of special needs students, as needed.
• To assist the Evaluation Chairperson and other assigned staff in maintenance of required records.
• To submit to the Principal, the Director, the Supervisor of Special Education schedules and reports as required, including semi-annual Pupil Reports and Annual Review.
• To collaborate with other Special Educators and Regular Education Teachers on cases requiring joint participation in implementing educational plans.
• Required Qualifications:
• A Bachelor's or Master's Degree from an accredited college or university with a major emphasis on Special Education.
• Appropriate Valid Massachusetts license, K-12 teaching experience.
• Preference will be given to those candidates who present evidence of substantial experience in regular and/or special education settings.
• Demonstrated commitment to diversity, ensuring all students have access to the highest quality instruction, and closing the achievement gap.