Special Educator-Severe Intellectual Disability 25/26 SY
Special Educator-Severe Intellectual Disability 25/26 SY
Posted on :
10-06-2025
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1 Vacancy
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Monthly Salary
Not Disclosed
Salary Not Disclosed
Vacancy
1 Vacancy
Posted on :
10-06-2025
Job Description
Position Overview:The Central Falls School District seeks to hire a talented knowledgeable and highly innovative certified educator to fill the Special Educator -Severe Intellectual Disability position at Ella Risk School for the 2025-2026 school year. All CFSD educators are expected to carry out the Districts core values of EQUITY EMPOWERMENT and EXCELLENCE as they work towards building relationships with students/colleagues delivering personalized high-quality instruction cultivating strong partnerships with our families and community and meeting all position expectations and District policies. Certified staff is expected to abide by the Rhode Island Professional Teaching Standards and the CFSD/CFTU collective bargaining agreement policies and procedures. Guided by the Districts Strategic Plan we strive to prepare all students for success!Position Responsibilities and Expectations:Full classroom responsibilities for direct instruction of students in Severe Intellectual Disabilities within a Self-contained program. Create and implement a compelling vision of the curriculum teaching and learning standards and practices that align with Common Core Standards (Essential Elements) and will result in college career and work readiness for each student. Develop detailed behavior management plans to address individual students with service providers to ensure medical feeding and evacuation plans are developed and managed by all staff. Maintain and use adaptive/assistive technology as needed. Implement develop and manage students and all of their provided services including assigned Individualized Education Programs (IEP) in accordance with all State and Federal as part of a teaching team as indicated by student needs and/or IEPs. Cooperatively plan teach and engage as part of a team with other educators by providing services in or outside the classroom to meet IEP students backgrounds and experiences to improve performance and enhance instruction by using various techniques to ensure content concepts are comprehensible and advance students and implement classroom and curricular accommodations and modifications for all students including language development adaptations for to identify new approaches and strategies to learning and teaching that stimulate critical thinking and problem-solving instructional support to help scaffold language and content domains to deliver rich authentic instructions for all various assessment information to plan instruction and set all academic goals plans activities and actions in the best interest of each a stewardship of collaborative learning and leadership in and out of the classroom distributing knowledge and expertise in a skillful way that empowers and supports practice a growth mindset demonstrating a strong class culture and using feedback to reflect and set high academic standards and shares expertise constantly with support personnel colleagues and staff to ensure that all student academic and social/emotional needs are met and regularly provided; specifically collaborating with special education and ELL colleagues to provide accommodations outlined in a students IEP when needed and collaborating with staff to align curriculum with Common Core and Wida to understand analyze and evaluate information and make connections among multiple factors data points ideas learning styles personalities and potential solutions to make the best decision a students background in the lesson plan and understand how to linguistically make connections with prior native language and pursues meaningful goals based on educational best practices and focuses on improving student/stakeholder outcomes at all demonstrates a belief that the individual is capable of learning and growth; learns from reflection and feedback; actively assesses own knowledge skills and talent deficits; and makes a concerted effort to close students to become self-motivated responsible and resilient a positive and engaging learning environment that promotes the academic social and personal well-being of all that practices enable students staff and parents to interact effectively in a culturally diverse environment where ALL backgrounds identities customs and traits are respected and built into the learning ethical behavior expectations and a genuine concern for others under all circumstances; models what is expected of all tasks reports and all necessary requirements associated with teaching a class in a timely manner. Maintain and use adaptive/assistive technology as needed. Effectively communicates with families regularly via phone calls emails and written correspondence to discuss student performance attendance progress duties as deemed necessary by the building administrator or Director of Equity Empowerment and Excellence for Students with Disabilities.
Employment Type
Full-Time
Key Skills
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