AppleTree Early Learning Public Charter School seeks a motivated, passionate and experienced Special Education Teacher to provide case management and direct services to children identified for special education and related services.
The Special Education Teacher ensures that all children and families with special needs receive optimal developmentally appropriate educational experiences. Under the primary direction of the Special Education Manager and secondary direction of the Principal, the Special Education Teacher will implement students’ Individual Education Plans (IEPs) in inclusion, push in and/or pullout settings, depending on the IEP Team’s decision about placement and what is appropriate as the student’s least restrictive environment. This position will serve to support the Special Education Manager with administrative tasks including IDEA compliance activities and comprehensive case management of all students on assigned caseload participating in the special education program to ensure their academic and developmental progress.
The Special Education Teacher will use in-depth knowledge of early childhood special education practices to provide effective and research-based interventions to children identified for special education services. The Special Education Teacher will also work with regular education teachers in a consultative manner to integrate these strategies into their practice within the RTI model. The Special Education Teacher also serves as an Inclusion Teacher and/or a resource Teacher. The inclusion teacher/coordinator fulfills all the aspects of the Special Education Teacher in the school(s) assigned and collaborates with a lead general education teacher to ensure high-quality instruction and coordinate services for all students in their classroom.
The Special Education Teacher reports to the Special Education Manager, with input from the school Principal.
Duties and Responsibilities
Supports Achievement for all students
Demonstrates competency and expertise with the implementation of a scientifically-based reading research, standards-driven instructional program.
Maximizes student achievement, especially for those students identified for special education and those at-risk of being identified for special education, by supporting the implementation of a Response to Intervention instructional model.
Uses information and data from a variety of sources to understand students’ developmental and instructional needs and to improve teaching and learning for all young children.
Plans and provides differentiated and individualized instruction that supports individual children’s social, emotional, physical and cognitive development in alignment with AELPCS’ standards and the child’s IEP.
Actively supports the diversity of learners in their classrooms (e.g., cultural, linguistic and academic diversity).
Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.
Supports all school staff in implementing an effective and consistent school-wide behavior management system and developing students’ prosocial behaviors.
Supports universal screening and various assessment activities for all aspects of the special education program including identification and eligibility in accordance with IDEA, and aligned with RTI and AELPCS standards.
Provides case management to all children eligible for special education and related services:
Develops annual IEPs in conjunction with the Special Education Coordinator that include developmentally appropriate goals for each child that considers the individual child’s needs.
Gathers data, documenting through the Special Education Data System (SEDS), and any other aspects of the IDEA compliance process.
Collaborates with the classroom teaching team to support and consistently assess each child’s progress toward their IEP goals and to ensure their successful access of the general curriculum through specialized support plans (SSP).
Works with the related service providers, such as therapists and social workers, to maximize the professionals’ impact with identified special education students in all of the school environments.
Provides specialized instruction during Extended School Year (ESY) to eligible students.
Establishes and maintains cooperative partnerships with parents.
Ensures parents receive all notifications and evaluation reports in advance of the MDT meetings; ensures parents are welcomed as participating partners in all meetings.
Collaborates with families and other school personnel to develop an effective and viable transition plan to a Kindergarten Program for students with IEPs.
Actively seeks to make connections with their students’ family members and other important people in their students’ lives.
Solicits parents and community members to share their skills, experiences, and cultures in the classroom.
Regularly communicate the school’s and individual children’s educational goals and progress to families.
Communicates school-wide AELPCS family engagement activities.
Ensures compliance with federal and local regulations.
Notifies the Academic Programs Teacher of all special education-related meetings or events to ensure timeliness and adherence to IDEA regulations.
Participates as a team member on interdisciplinary teams to support the full continuum of services for children transitioning from Tier 2 to Tier 3 of the RTI process.
Utilizes the OSSE approved special education data system (SEDS) that supports children’s learning including SEDS/Easy IEP and AELPCS’ use of Google Docs and other databases and systems that are mandated.
Assists with the development of the AELPCS Special Education Program, as needed or required, for the purposes of ensuring program quality and standardization of practices across all campuses and to ensure consistency and continued compliance with all state and federal laws.
Maintains a high level of knowledge regarding current best practice in special education services for young children.
Implements all established AELPCS special education policies and procedures.
Maintains accurate special education records, to include documentation of service delivery by all professionals providing services to students on the special education Teacher’s caseload and monitors the documentation of special education services provided as required by IDEA, state regulations, and AELPCS policies.
Participates in monthly, AELPCS-wide special education and student support services professional development activities.
Completes COS Data and the appropriate evaluations in a timely manner in collaboration with teaching teams.
Supports the development of young children:
Plans and implements developmentally appropriate, intentional, systematic, playful and engaging activities that support the development of the student’s skills, as documented in the IEP.
Plans adequate time for students to talk, and encourages children’s language use throughout the day.
Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the general curriculum.
Skillfully and systematically motivates students to participate in developmentally appropriate activities that support the development of their early literacy skills.
Implements developmentally appropriate instructional activities that encourage the child with special needs abilities to analyze, conceptualize, synthesize and evaluate.
Intentionally provides modeling and support for children’s expressive and receptive language throughout the school day.
Intentionally and systematically implements direct instructional opportunities and provides modeling and practice opportunities for developmentally appropriate activities that promote children’s social and emotional development throughout the school day.
Upholds professional responsibilities
Maintains strict confidentiality with regard to all aspects of student information.
Understands, and practices in accordance with, federal, state, and local laws, statutes, and/or policies that relate to students and families; such as, speech-language pathology, special education, education rights, ethical conduct, and privacy.
Maintains necessary ongoing licensure/certification maintenance requirements within specified timelines.
Seeks out professional development opportunities for oneself.
Demonstrates professionalism in all interactions and duties.
Maintains cooperative, respectful and supportive relationships with colleagues.
Allocates time and resources effectively.
Implements all established AELPCS policies and procedures.
Evaluates instructional effectiveness, documents and shares modifications to instructional approaches based on assessment data, reflection, and feedback.
Actively participates in professional development opportunities provided and seeks out additional professional development.
Communicates professionally and constructively with colleagues.
Fulfills the standards of professionalism including appropriate dress, attendance, and timeliness.
Participates in monthly professional learning community meetings.
Salary is commensurate with education and experience. Compensation also includes an excellent benefits package.
The preceding description is not designed to be a complete list of all duties and responsibilities required of the Special Education Teacher.
Candidates must have, at the minimum, a bachelor’s degree in elementary or early childhood special education.
Teachers with master’s degrees in early childhood special education or certified speech-language pathologist are preferred.
Two or more years of successful professional teaching of young children with special needs is preferred.
Demonstrate leadership experience.
Strong organizational skills and communication abilities.
Ability to work collaboratively and well within a team.
Candidates must receive a passing score on the Special Education and Elementary Education Content Knowledge (PK-3) by the start of the school year.
Internal Number: 08012019
About AppleTree Early Learning PCS
Our mission is to close the achievement gap before students enter kindergarten by providing them with the social, emotional, and cognitive skills they need to thrive in school.Founded in 1996, AppleTree is a non-profit organization consisting of a research and development institute and a public charter preschool with campuses across Washington, DC.Together, they produce and use an award-winning instructional model that is implemented at all AppleTree public charter preschools, and at nine other schools and child development organizations across Washington, DC. In 2016, we reach over 2,000 students or one of every seven preschool students in the District of Columbia.AppleTree is proud to help vulnerable children catch up to their peers. In fact, children who enter AppleTree programs below grade level typically graduate at or above it, with a well-rounded foundation to succeed in kindergarten, elementary school, and beyond.