Special Education Teacher - Harriet Tubman
Edison Learning, Inc. - Bronx, NY

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Position: Special Education Teacher (CTT)
Grade: 5th and/or 6th Grade
Location: Harriet Tubman Charter School, Bronx NY

The teacher will be responsible for communicating knowledge to students in an interesting, stimulating, and effective manner. He or she will use a variety of instructional methodologies and curriculum resources to present material to students. The teacher will work as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. Teachers will administer different forms of student assessments, communicate with parents and other team members about student progress, and plan for further instruction. They will be reflective about their own practice and act as a coach for their team members when necessary. Teachers will work to integrate technology into their teaching and professional activities.

Special Edison support teachers are expected to exhibit the same skills, knowledge, and qualities required of the general classroom teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. In addition, Special Edison support teachers are expected to:

show increasing skill with all aspects of the Edison 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 involvement and progress
show persistence in learning new and specialized approaches for atypical learners
provide strategic instruction for students with disabilities affecting learning, attention, social functioning, and self-regulation, 1-to-1 or in small groups, within the classroom or through time-limited, focused pull-asides
keep fine-grained track of the individual progress of students with disabilities
provide instructional intensity, feedback, and opportunities for practice for students with disabilities across the schools learning environments (classrooms, specials, hallways, lunch, playground, tutoring, intensives, etc.)
engage technology creatively for individual students learning and for tracking individual progress
contribute to strengthening schoolwide supports for all students, working together with classroom and specials teachers so that students with difficulties and vulnerabilities become increasingly active and successful
provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties
be knowledgeable of, and comply with, relevant state and local regulations governing special education, including placements, time lines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards
provide ongoing support for the 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

New York State Special Education Certification, required
Bachelors Degree required, Masters Degree preferred
Minimum of two years of urban teaching experience preferred
Experience working with at-risk student population in some capacity preferred
Working knowledge and comfort level with instructional technology
Strong written, grammatical, presentation, and verbal communication skills
Experience working with students with disabilities