High School - Special Education Teacher

Secondary Special Education Teacher-Teacher of Lifeskills QUALIFICATIONS: Special Education Teacher Certification Granted by the Rhode Island Department of providing Specially Designed Instruction (SDI) developing and implementing Individualized Education Programs (IEPs) and collaborating on a multi-disciplinary Degree preferredREPORTS TO: Building Administrator/Director of Pupil Personnel JOB GOAL: To provide special education to support the academic achievement social/behavioral skills and emotional well-being of Barrington students. The location for this position for the 2025-2026 School Year is Barrington High DESCRIPTION: This position entails providing and coordinating a configuration of services and supports to students with QUALIFICATIONS: Demonstrates expertise in the area of special education through teaching collaborating consulting performing assessments and developing Individual Education Programs (IEPs).PERFORMANCE RESPONSIBILITIES OF ELEMENTARY SPECIAL EDUCATION TEACHER: to federal and state special education high and clear expectations for a growth mindset in independence and grit in all knowledge and understanding of high and low incidence knowledge and skills in providing Specially Designed Instruction (SDI). special education to students in the general education classroom and special class evidence-based academic instruction and interventions in accordance with ESSA and student knowledge and skills in providing evidenced-based interventions in the areas of executive functioning and social/emotional and knowledge and skills in providing transition and/or analyzes a variety of assessments (e.g. academic achievement diagnostic screening progress monitoring observations etc) shares findings with key stakeholders and interprets test data in order to support student implements and monitors meaningful and measurable Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs) to meet the unique needs of students with disabilities. consultation to teachers regarding the unique and individualized needs of their students including the provision of accommodations and the support services of Teacher Assistants for students on regularly with students and parents regarding the students academic behavioral social/emotional needs and progress; communicates immediately when there are urgent as a member of Evaluation and IEP skills in facilitating and analyzes student progress monitoring data on a regular basis to make instructional regularly with Building Administrators and Director and Assistant Director of Pupil solid knowledge of the Common Core State school policy and procedures respecting the boundaries of professional responsibilities when working with students colleagues and student needs and cooperates with other professional staff members in helping students solve health attitude and learning problems. thorough records for each student. staff development programs curriculum development meetings and other professional activities. creates and implements performance tasks formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic positively and actively the efficient effective and collaborative management of school operations to ensure learning experiences promote positive discipline practices and school safety practices advance the mission of the instructional opportunities that reflect an understanding of how children learn and an understanding of students (e.g. individual interests prior learning background and experiences) to create connections between the subject matter and student lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration discovery and hands-on activities and engage students in generating knowledge testing hypotheses and exploring methods of inquiry and standards of learning groups in which all students learn to work collaboratively and a variety of communication strategies (e.g. listening restating ideas questioning offering counterexamples and technological advances) to engage students in learning to collect and share information and to enrich discourse in the classroom and the students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely helpful and accurate feedback on their progress toward achievement responsibility for learning about and implementing federal state district and school initiatives to improve teaching and with students colleagues parents and others in a professional manner that is fair and equitable and guided by codes of professional conduct. attributes of reliable attendance promptness dependability and professional ethics; Use effective communication skills with students colleagues families and related agencies (spoken written and non-verbal); Completes all requested forms reports and data collections in an accurate and timely manner; Performs the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws regulations school district policies directives the mission of the district school-based plans and administrative priorities / other duties as may be assigned by the Principal or other appropriate administrators and/or necessary to perform the functions of the position. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard to view a computer screen and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend stoop kneel reach with hands and arms grasp and manipulate large and small items. The employee is also required to move from location to location lift items weighing up to 30 pounds and engage in restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT:The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Per Teacher Contract EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff. To support the Barringtons commitment to diversity and to foster inclusion respect and equity in education the successful candidate will be expected to include people of all races ethnicities creeds socioeconomic classes gender identities sexual orientations and disability statuses in work activities. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity.