REPORTS TO: Director of Special Education
Education for Change is looking for dynamic and visionary Special Education teachers who will engage students, families, and other members of our learning community to ensure high student achievement. The Special Education Teacher works closely with Director of Special Education Programs and site staff to ensure the quality of the special education instructional program on the site and to act as a resource in the areas of teacher support, federal accountability, and support to students with disabilities. They are a skilled teacher who is able to plan, provide, and supervise instruction that accelerates student learning. In addition, the Special Education Teacher assists in the training of site staff in areas of meeting the needs of students with disabilities and special education compliance. They will engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. They should know how to successfully work in an urban elementary school with a high English Learner and low-income population, including students who have experienced trauma.
EFC is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual need. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs.
We are looking for Special Education Teachers who are highly effective in each of the following areas:
Data Driven Planning and Assessment
- Work with Principal and Special Education Supervisor to develop action plans for constant learning and growth
- Work with General Education staff to identify areas of need for students and appropriate targeted instruction
- Assess student data and progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of improving program effectiveness
- Administer developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
- Supervise the implementation of state assessments for special education students
- Establish a culture of high expectations that includes the shared belief that ALL children can achieve at high levels and are prepared to succeed in any setting
- Monitor students’ behavior/activities in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment
- Demonstrate respect and understanding of students and families from diverse backgrounds
- Assist in the creation of a learning environment that is conducive of all learning styles and preferences
- Adapt classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans
- Support classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans
- Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies
- Plan, implement, and/or supervise specialized academic instruction that results in students making progress toward IEP goals
- Monitor student progress on an ongoing basis and adjust supports and services as needed
- Direct paraprofessionals for the purpose of providing an effective classroom program and addressing the needs of individual students
- Administer, under supervision, first aid and assistance to medically fragile children (e.g. toileting, diapering, etc.) as needed in rare instances
- Participate in and/or coordinates a variety of meetings (e.g. Professional Learning Community, IEP, Grade Level) for the purpose of conveying and/or gathering information required to perform functions
- Prepare a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
- Assist in planning and delivering professional development and learning experiences to teachers and school site staff
- Actively seek and participate in professional development opportunities to remain current with federal and state special education guidelines
- Maintain accurate student records and ensure compliance with all state and federal laws, local board policies, and administrative guidelines
- Transport students, as necessary
- Attend mandatory new hire professional development
Partnerships, Family and Community
- Collaborates with instructional staff, other school personnel, families, and a variety of community resources for the purpose of improving the overall quality of student outcomes
- Communicate regularly with students and families about classroom activities and student progress
- Involve students’ families as partners in their students’ education, eliciting information about home expectations and programs and providing resources and strategies for families to support their student’s success
- Actively participate in key student events
- Valid California Educational Specialist Credential authorizing service to students with Mild/Moderate or Moderate/Severe disabilities
- Successful experience with students with mild to moderate disabilities
- Must possess a growth mindset and be able to use feedback to refine practice
- Successful experience working in a collaborative environment
- Experience working with diverse communities
- Minimum of 3 years of experience as a certified Special Education teacher
- Valid California Autism Authorization
- Experience accelerating student learning and achievement in low-income communities
- Experience and desire to use data and technology as levers to drive instruction
EFC Core Values
- Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
- Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
- Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
- Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.