The Special Education Teacher has primary responsibility for planning, facilitating implementation and monitoring progress in the areas of IEP development, differentiated and modified instruction and behavior management in their assigned classroom or area. This teacher may also assume primary responsibility for the planning of one academic subject area. In addition, the teacher will serve as an active member of the interdisciplinary treatment team. Ongoing collaboration and communication with Team members and broader program staff is essential for successful implementation of this position. Successful teachers within the Wheeler Clinic Schools consistently demonstrate a comprehensive understanding of how children learn as well as a command of a broad array of subjects and pedagogical skills combined with caring deeply about students and their success. The Senior/Lead Special Education Teacher will meet specific requirements and assume a level of responsibility above and beyond the expectations of a teacher.
Wheeler Clinic offers access to a comprehensive array of benefits, including:
- For Good Health
- Anthem Medical, Prescription, Dental and Vision insurance
- Health Savings Account (HSA), with company contribution
- Wellness Programs
- Free annual flu shots
- For a Secure Future
- Company paid Life and AD&D insurance
- For Retirement
- 403(b) Plan, with clinic contributions for eligible employees
- For Career Advancement
- Education Reimbursement Program
- Training and development opportunities
- For Work Life Balance
- Generous paid time off, including vacation, sick and personal leave
- Employee Assistance Program (EAP)- Free and confidential counseling
- Employee discounts at local spa and on cell phone services
ESSENTIAL DUTIES AND RESPONSIBILITIES
Content and Essential Skills: Teachers understand and apply essential skills, central concepts and tools of inquiry in their grade level subject matter by demonstrating the following competencies:
In collaboration with other educational professionals, the teacher provides primary leadership in the following: Develop individualized and differentiated lesson plans integrating State and Common Core standards in the area of English/Language Arts; (In co-teaching classrooms, all other content area planning will be the primary responsibility of the Content Focused teacher however cross-curricular integration is emphasized).
Uses developmentally appropriate verbal, nonverbal and technological communication.
Uses technological and digital resources to promote learning, collaboration with colleagues and communication with the learning community and across Wheeler Program departments.
Demonstrates an in-depth understanding of individual students cognitive/learning profile as seen in planned accommodations and modifications of curricular material.
Classroom Environment, Student Engagement and Commitment to Learning: Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by:
Creating highly engaging lessons that are individualized based on needs outlined in each student’s IEP.
Creating, facilitating and records data from individual, daily data collection system (check sheets).
Developing individualized Positive Behavior Intervention Plans based on data; and in response to individual needs.
Participating in the design, data collection and completion of FBA’s (functional behavior assessments) when appropriate.
Providing written guidance for paraprofessionals on behavioral/therapeutic approaches, procedures and modifications to be used with each student either individually or in small group settings.
Creating a class climate that is responsive to and respectful of the learning needs of students. Training and participating in emergency safety interventions authorized and approved by the agency, when a student presents with an imminent safety concern.
Maximizing the amount of time spent on learning by effectively managing routines and transitions.
Maintaining a classroom environment free of clutter and distractions.
Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant to learning and to promote their curiosity about the world at large by:
Determining student’s prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs.
Developing and organizing coherent, engaging and relevant interdisciplinary units, lessons and learning tasks that build on student’s prior knowledge, skills and interests and engage students in the work of the discipline.
Providing adaptive tools using both technology resources and instructional variety to enhance student’s access to critical concepts and information.
Developing lessons that provide a variety of multisensory and hands-on activities.
Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and creatively and problem solve.
Integrating learning activities that make real world, career or global connections, and promote interdisciplinary connections whenever possible;
Including strategies for teaching that support content area literacy skills and, when appropriate, numeracy skills.
Assessment for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction by:
Completing required academic assessment for Planning and Placement Team (PPT) meetings.
Maintaining on-going daily behavior performance data including daily recording of data into the computerized system.
Recording all State mandated reports (Restraint/Seclusion) as necessary.
Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction and behavior interventions to ensure students’ progress.
Providing students with direct and specific assessment criteria and individualized, descriptive feedback to help them improve and assume responsibility for their performance.
Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators;
Using academic, behavioral and health data to select and or design interventions, and assist in the development of individualized education programs for students.
Professional Responsibility and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others and leadership by:
Continually engaging in reflection, self-evaluation and professional development as demonstrated by timely completion of all Elevate trainings, active participation in regularly scheduled PID opportunities and identifying personal growth areas.
Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate.
Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and program improvement.
Maintaining primary responsibility for scheduling, supervision and evaluation of paraprofessionals.
Maintaining primary responsibility for communicating with families and outside agencies.
Maintaining primary responsibility for attending PPT’s.
Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized educational plan process.
Using communication technology in a professional and ethical manner.
Conducting themselves as professionals in accordance with the Connecticut's Code of Professional Responsibility for Educators.
Identifying potential risk factors and taking measures to reduce those risks in the milieu through reinforcement of positive and safe behaviors, trauma-informed and relationally based therapeutic interventions and reporting of suspected child abuse/neglect, according to agency policy when a student presents with an imminent safety concern.
To qualify for the designation of Senior or Lead Teacher, the teacher must:
Assume additional responsibility to facilitate the attainment of program, department or agency goals.
Provide exemplary leadership and model a level of excellence in every job function.
Act as a mentor to department staff.
Consistently demonstrate initiative to enhance the quality of the overall program.
Continues to develop knowledge and understanding about the history, traditions, values, family systems, and artistic expression of groups served as well as uses appropriate methodological approaches, skills, and techniques that reflect an understanding of culture.
EDUCATION AND EXPERIENCE/QUALIFICATIONS
Appropriate CT State Department of Education certification/endorsement is required.
About Wheeler Clinic-Northwest Village School
Wheeler's vision is that all people will have the opportunity to grow, change and live healthier, productive lives. Our mission is to provide equitable access to innovative care that improves health, recovery and growth at all stages of life.