As the nation's first multi-campus charter school, Friendship Public Charter School has been producing college-ready students for over 15 years. From Preschool through 12th grade, Friendship invests in providing a rigorous academic curriculum that enables our children to excel as ethical, literate, and well-rounded leaders in a 21st century economy. We surpass our peers across the District in public education with a 91% graduation and college entrance rate. To this end, we also hold the quality, success, and development of our teachers with paramount importance. We provide a number of professional growth and development opportunities which have yielded both the 2010 and 2011 DC Teachers of the Year, and three outstanding school principals who launched their careers in our classrooms.
During Extended School Year (ESY) Special Education Teachers/Case managers are expected to exhibit the skills and knowledge, in the areas of curriculum, instruction, assessment, classroom management, professional relationships, professional responsibilities, family involvement, and school community.
Provide Effective ESY Instruction
Support Instruction across the ESY Program
- Show increasing skills in their grade appropriate curriculum, intensifying and tailoring these for students with disabilities affecting learning, attention, social functioning, and self-regulation.
- Show commitment to refining curriculum approaches and materials to increase students’ progress and persistence in learning new and specialized approaches for atypical learners
- Provide strategic instruction for struggling students through 1 to 1 or small groups, within the classroom or time-limited, focused pull asides.
- Keep track of the individual progress of students with disabilities on their assigned case load.
- Provide instructional intensity, feedback, and opportunities for practice for students with disabilities across the schools learning environment.
- Engage technology creativity for individual student’s learning and for tracking individual progress.
- Utilize literacy strategies across all content areas and develop formative assessments, analyze results and adjust teaching practices to ensure student understanding of materials
- Create a welcoming, positive learning environment that motivates and engages students
- Set and maintain high academic and behavioral expectations for all students
- Demonstrated ability to articulate the criteria for exemplary student work.
- Design and deliver engaging instruction addressing the needs of a full range of student learning styles.
- Establish working relations with colleagues, developing effectiveness systems for reciprocal communication about students with special needs.
- Provide ongoing support for classroom teachers, utilize co-teaching models with classroom teachers, and support students by providing intensive pull asides for students having difficulties including special and general education students.
- Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials.
- Demonstrate creativity, flexibility, and perseverance in dealing with learning, behavioral, family, and classroom situations that are not easily untangled.
Comply with Special Education Law and Procedures
- Maintain productive communication about the Special Education Program (i.e., student progress) with the principal, teachers, parents, students and other school staff.
- Contribute to the improvement of instruction within the school by communicating ideas within and across classrooms and teams. Be an innovative thinker who works well in a team environment
- Adhere to school management and discipline policies within classroom and school campus
- Be knowledgeable of , and comply with, relevant federal and state district regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, and procedural safeguards.
- Provide ongoing support for parents of students with disabilities, informing them of special education rights and procedures as well as exchanging insights about the needs and progress of their child
- Bachelors degree in Special Education required; Masters degree in Special Education is preferred
- Undergraduate GPA of 3.0 and above
- Or Successful completion of the ETS PRAXIS II Education of Exceptional Students (20353) maybe substituted for a degree in Special Education content
- Five years of relevant Special Education classroom teaching experience required
- Five years of urban teaching experience preferred
Friendship Public Charter Schools - 20 months ago
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