Special Education Teacher-Long Term Sub Franklin Elementary

Melrose, NY - USA

Monthly Salary: $ 58956 - 104700

Posted on: 17 hours ago

Vacancies: 1 Vacancy

Job Summary

Title:Special Education Teacher - Long Term Sub - Franklin Elementary Salary: $58956.22 to $104700.10 Per CBA (Collective Bargaining Agreement)Qualifications:

Degree in Special Education additional training and/or licensure in reading preferred.
Knowledge of current Massachusetts Frameworks expectations for Reading and Writing across the curriculum
Deep understanding of scientifically based reading research and evidence-based practices for teaching K-12 in literacy and math. Knowledge of best practices for assessing student progress toward achievement of standard
A minimum of 3 years of successful teaching experience
Excellent communication skills
Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check
Must be willing to pursue SEI endorsed
Reports to: Building Principal and Educational Team Facilitator

Work Year: In accordance with the Melrose Education Associations contractSalary/Benefits: In accordance with the Melrose Education Associations contract

Demonstrated ability to write clear and targeted Individual Education Plans
Demonstrated ability to conduct comprehensive academic evaluations and present findings in a well written clear and concise manner
Able to develop and maintain systems to monitoring overall student progress and specific progress toward achieving goals
Knowledge of Aspen student data management system helpful but not required
Draws on content standards of the relevant curriculum frameworks to plan sequential units of study individual lessons and learning activities that make learning cumulative and advance students level of content knowledge
Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline age level of English language proficiency and range of cognitive levels being taught
Identifies appropriate reading materials other resources and writing activities for promoting further learning by the full range of students within the classroom
Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms
Uses instructional planning materials and student engagement approaches that support students of diverse cultural and linguistic backgrounds strengths and challenges
Delivers effective instruction
Communicates clearly in writing speaking and through the use of appropriately designed visual and contextual aids
Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction practice and Socratic dialogue to less teacher-directed approaches such as discussion problem solving cooperative learning and research projects (among others)
Accurately measures student achievement of and progress toward the learning objectives with a variety of formal and informal assessments and uses results to plan further instruction.
Translates evaluations of student work into records that accurately convey the level of student achievement to students parents or guardians and school personnel
Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct effort and performance
Meets professional responsibilities as identified by teacher contract and supervisors.
Maintains interest in current theory research and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
Collaborates with colleagues to improve instruction assessment and student achievement
Works actively to involve parents in their childs academic activities and performance and communicates clearly with them
Reflects critically upon his or her teaching experience identifies areas for further professional development as part of a professional development plan that is linked to grade level school and district goals and is receptive to suggestions for growth.

Required Experience:

Title:Special Education Teacher - Long Term Sub - Franklin Elementary Salary: $58956.22 to $104700.10 Per CBA (Collective Bargaining Agreement)Qualifications:Degree in Special Education additional training and/or licensure in reading preferred.Knowledge of current Massachusetts Frameworks expectatio...

Title:Special Education Teacher - Long Term Sub - Franklin Elementary Salary: $58956.22 to $104700.10 Per CBA (Collective Bargaining Agreement)Qualifications:

Degree in Special Education additional training and/or licensure in reading preferred.
Knowledge of current Massachusetts Frameworks expectations for Reading and Writing across the curriculum
Deep understanding of scientifically based reading research and evidence-based practices for teaching K-12 in literacy and math. Knowledge of best practices for assessing student progress toward achievement of standard
A minimum of 3 years of successful teaching experience
Excellent communication skills
Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check
Must be willing to pursue SEI endorsed
Reports to: Building Principal and Educational Team Facilitator

Work Year: In accordance with the Melrose Education Associations contractSalary/Benefits: In accordance with the Melrose Education Associations contract

Demonstrated ability to write clear and targeted Individual Education Plans
Demonstrated ability to conduct comprehensive academic evaluations and present findings in a well written clear and concise manner
Able to develop and maintain systems to monitoring overall student progress and specific progress toward achieving goals
Knowledge of Aspen student data management system helpful but not required
Draws on content standards of the relevant curriculum frameworks to plan sequential units of study individual lessons and learning activities that make learning cumulative and advance students level of content knowledge
Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline age level of English language proficiency and range of cognitive levels being taught
Identifies appropriate reading materials other resources and writing activities for promoting further learning by the full range of students within the classroom
Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms
Uses instructional planning materials and student engagement approaches that support students of diverse cultural and linguistic backgrounds strengths and challenges
Delivers effective instruction
Communicates clearly in writing speaking and through the use of appropriately designed visual and contextual aids
Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction practice and Socratic dialogue to less teacher-directed approaches such as discussion problem solving cooperative learning and research projects (among others)
Accurately measures student achievement of and progress toward the learning objectives with a variety of formal and informal assessments and uses results to plan further instruction.
Translates evaluations of student work into records that accurately convey the level of student achievement to students parents or guardians and school personnel
Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct effort and performance
Meets professional responsibilities as identified by teacher contract and supervisors.
Maintains interest in current theory research and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
Collaborates with colleagues to improve instruction assessment and student achievement
Works actively to involve parents in their childs academic activities and performance and communicates clearly with them
Reflects critically upon his or her teaching experience identifies areas for further professional development as part of a professional development plan that is linked to grade level school and district goals and is receptive to suggestions for growth.

Required Experience:

Key Skills

Experience Working With Students
Classroom Management
Algebra
Behavior Management
Classroom Experience
Computer Operation
EDI
Lesson Planning
Special Education
Teaching
Cordova
Writing Skills

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About Company

Melrose Public Schools

The Melrose Public School system recognizes the importance of early education. The programs, located in the Franklin Early Childhood Center, are designed to encourage exploration, promote social and cognitive growth and foster a love of learning. The Franklin Early Childhood Center ho ... View more

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