Math Teacher

Shineforth is seeking an academic year special education teacher to specifically teach math and/or SPED k-12 in the Charterhouse School in Edinburg, VA. SUMMARY

Provide quality learning to students with emotional and behavioral issues. Responsible for teaching assigned subject(s), administration of student records, and for classroom and behavior management. Implement an instructional program that will teach all academic subjects to a group of students with ED, LD, and ID or

ASD. TEACHER JOB REQUIREMENTS - ESSENTIAL DUTIES AND

RESPONSIBILITIESProfessional KnowledgeDemonstrate an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Effectively address appropriate curriculum standards and IEP requirements. Integrate key content elements and facilitate students use of higher level thinking skills in instruction. Demonstrate the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrate an accurate knowledge of the subject matter. Demonstrate skills relevant to the subject area(s) taught. Base instruction on goals that reflect high expectations and an understanding of the subject. Demonstrate an understanding of the intellectual, social, emotional, and physical development of the age group. Communicate clearly and check for understanding. Instructional PlanningMeet the needs of all students by using the Virginia Standards of Learning, the schools curriculum, IEPs, effective strategies, resources, and data.

Use student learning data to guide planning. Plan time realistically for pacing, content mastery, and transitions. Plan for differentiated instruction. Align and articulate learning targets to the Virginia SOLs, the schools curriculum, and student learning needs. Develop appropriate long- and short-range plans and adapt plans when needed.

Collaborate with colleagues, students, and other stakeholders to determine and monitor instructional goals. Instructional DeliveryEffectively engage students in learning by using a variety of instructional strategies in order to meet individual learning needs.

Engage and maintain students in active learning. Differentiate, modify, and adapt instruction to accommodate the learning needs of students. Clarify and reinforce learning targets consistently throughout lessons. Use a variety of effective instructional strategies and resources, including instructional technology to enhance student learning.

Integrate key content elements and facilitate students use of higher level thinking skills in instruction. Demonstrate the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Assessment of and for Student LearningSystematically gather, analyze, and use all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

Use a variety of valid and appropriate assessment strategies and instruments to inform, guide, and adjust students learning. Align student assessment with established curriculum standards, benchmarks, and student IEPs. Use assessment tools for both formative and summative purposes and use grading practices that report final mastery in relationship to content goals, objectives, and student IEPs. Use assessment tools for both formative and summative purposes to inform, guide, and adjust students learning. Involve students in setting learning targets and monitoring their own progress. Communicate clearly, check for understanding, and give constructive and frequent feedback to students on their learning. Learning EnvironmentUse training, resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

Establish and maintain rapport with students based on mutual respect, understanding of individual student differences, and open communication within the social, cultural, and political dynamics of the school community.

Establish clear expectations, with student input, for classroom rules and procedures early in the schoolyear, and enforce them consistently and fairly. Maximize instructional time by working with students individually as well as in small groups or whole groups and minimize disruptions. Establish a climate of trust and teamwork by consistently modeling and collaboratively promoting high expectations, mutual respect, concern, and empathy for students, staff, families, and community.

Respect students diversity, including language, culture, race, gender, sexual orientation, and special needs. Use agency de-escalation and behavior intervention techniques to assist with providing a safe environment.

ProfessionalismMaintain a commitment to professional ethics, communicate effectively, and take responsibility for and participate in professional growth that results in enhanced student learning.

Build positive and professional relationships with all stakeholders through frequent and effective communication and collaboration to promote students well-being and success. Adhere to federal and state laws, school and agency policies, and ethical guidelines. Incorporate learning from professional growth opportunities into instructional practice and serve as a contributing member of the schools professional learning community through collaboration with teaching colleagues. Set goals for performance improvement aligned with the agencys mission, vision, and values. Demonstrate consistent mastery of standard oral and written English in all communication. Utilize shared decision-making and collaboration to build relationships with internal and external stakeholders and maintain positive school morale. Student Academic ProgressEnsure students progress is acceptable, measurable, and appropriate for students academic level.

Set acceptable, measurable, and appropriate achievement goals for student learning progress based on data. Document the progress of each student throughout the year, meeting deadlines, attending IEP meetings, and collaborating with colleagues.

Provide evidence that achievement goals were met using multiple measures of student growth.

Use available performance outcome data to continually document and communicate student academic progress and develop interim learning targets. EDUCATION and/or EXPERIENCEFully licensed Math Teacher by the Virginia Department of Education to teach in Math, grades 6-12 and/or SPED k-12 licensure or provisional licensure for the state of Virginia Special Education adapted curriculum 6-12 endorsement and minimum two years of experience teaching students with disabilities.

WORKING CONDITIONS AND

HOURSThe workday for full-time teachers will be a minimum of eight hours per day and will continue until professional responsibilities to the student and school are completed. Administrative meetings, curriculum development, student supervision, assigned duties, parent conferences, group and individual planning and extra-curricular activities may require hours beyond the stated minimum. Unless employees are notified that their work schedule is changed because of school or office closings, delays in opening, or early dismissal because of inclement weather or emergency conditions, it is expected that all employees will work according to their schedules. Staff not reporting to work when there is no cancellation must use personal or unpaid leave.

PHYSICAL

DEMANDSThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. The employee must be able to participate in and be certified in a manual restraint technique, and perform First Aid and CPR. Additionally, the employee must be able to participate in activities and crisis interventions using manual restraint techniques. While performing the duties of this job, the employee is required to talk and hear. The employee frequently is required to stand; walk; bend; sit; and use hands to finger, handle, or feel. The employee is frequently required to reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus. The employee must occasionally lift and/or move up to 50 pounds. Repeated hand-wrist movement required. Corrected vision to normal range; normal hearing and talking is required for verbal communications. Ability to use a variety of office equipment and technologies as required by the position. Good memory and recall is necessary for the accurate and timely transfer of data/information.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Classroom area provided with sufficient equipment. Periodic travel required including transport of students in agency or personal vehicle. The noise level is usually moderate to loud. This is a drug free work environment. See Agency Employee Handbook, Substance Abuse for clarification. EOEDrug Free Workplace#ZR