Special Education Teacher SY23-24

ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY

Cesar Chavez Public Charter Schools for Public Policy opened in 1998 with a mission to prepare students to succeed in competitive colleges and to empower them to use public policy to create a more just, free, and equal world.

Now, over 20 years later, Chavez provides a rigorous college preparatory curriculum, a unique public policy program, and a safe and supportive learning environment with comprehensive support services. Chavez is located in the Parkside community in Northeast D.C.

To learn more about Chavez, visit chavezschools.org. 

POSITION SUMMARY

The special education teacher is responsible for developing and providing IDEA mandated modifications and accommodations for students with special needs in order to gain free and appropriate instruction of the subject area curriculum. Under direction of the school principal and special education coordinator, the special education teacher provides direct instruction and instructional support to students with disabilities and works in collaboration with the general education teacher. Monitors and evaluates outcomes for students with disabilities. Assists in the development of Individual Education Programs (IEP). 

ESSENTIAL DUTIES AND RESPONSIBILITIES

The role of the special education teacher in the school-based program includes providing both direct instruction and instructional support to students with disabilities and general education teachers. 

Classroom 

• Implement and monitor classroom behavior and academic expectations; contact parents as appropriate
• Develop, distribute, and maintain IEP snapshots for all scholars with disabilities 
• Adhere to Chavez’s Inclusion Model of Instruction
• Utilize various co-teaching models of instruction to include lead and support; station, parallel, alternative and team teaching; pull out, resource, etc.
• Interprets both informal, and classroom based assessment for students in order to make instructional decisions. Collects data on student performance so as to improve student outcomes and direct instruction. Administers and interprets formal assessments as appropriate
• Selects and adapts materials to assist students with disabilities to access the general education curriculum, as appropriate
• Provide additional instruction and support to students outside of the content area to achieve school-wide goals and address student needs
• Plan curriculum and create lesson plans with the needs of all students in mind

Case Management 

• Serves as liaison between school staff and administration including the special education supervisor
• Provide proof of modified instruction in the form of accommodation, modifications, or resource room as mandated by the students’ IEPs
• Creates work sample folders/portfolios that includes student work relevant to the IEP goals and objectives
• Monitor and document student progress with correspondence to the goals and objectives of the student’s IEP. This should include entering parent communication into EASY IEP, which should take place a minimum of 4 times yearly at the end of the quarter.
• Write the students’ IEP report cards and turn into the special education coordinator at the end of each quarter

IEP and MDT 

• Prepare Present Levels of Performance (PLOP) 
• Review evaluation information (Psychological, Clinical , Educational, etc.) prior to MDT meetings 
• Construct academic goals for the content area for presentation 
• Enter academic goals and PLOPs into EASYIEP 
• Attend and facilitate the IEP meeting, presenting data and observations relevant to the content area 

Professional Development 

• Keep current on legislation, trends, etc. related to Special Education field 
• Attend relevant workshops/in-service training on topics related to special education, including the required DCPS EASYIEP database training 
• Participate in professional development activities designed to advance teacher knowledge in the areas of instruction, best practices, differentiated instruction, changes in educational policy, and other information as may be necessary to improve classroom instruction and programming for students with disabilities
• Performs other related duties as assigned

QUALIFICATIONS, KNOWLEDGE SKILL REQUIRED

• Bachelor’s degree or higher in Special Education or related field
• Achieved Highly Qualified designation as defined by The Chavez School 
• Fierce commitment to supporting scholars with special needs 
• Must be fluent in learning theory, differentiated instruction, developmental reading, child development, applied behavior analysis, and assessment. 
• Solid knowledge of compliance requirements related to Special Education 
• Minimum of 1 years experience teaching Special Education in an urban environment 
• Certification in Special Education preferred 
• Demonstrated mastery of the applicable subject matter 
• Experience facilitating a student-centered classroom (cooperative learning, inquiry or project-based learning) 
• Strong instructional skills and classroom management. 
• Demonstrated success in using data to monitor student understanding and drive practice 
• Exercise excellent judgment in decision-making
• Think strategically and proactively problem-solve 
• Work with only the highest ethical standards 
• Unrelenting commitment to students, self, and school’s constant learning and development. 
• Ability to self-reflect on teaching practices and be responsive to feedback