Job Description
Self-Contained Special Education Teacher Background The mission of Two Rivers is to nurture a diverse group of students to become lifelong, active participants in their own education, develop a sense of self and community and become responsible and compassionate members of society. Two Rivers Public Charter School serves a diverse group of learners across three locations. The Two Rivers staff shares a strong belief that all children can learn and be high achievers. We focus on the whole child, recognizing the importance of character education and the social-emotional needs of children while helping them achieve academic excellence. Staff at Two Rivers create an exciting educational environment in which students and staff become a community of learners on a journey of discovery. Two Rivers uses the EL Education model, emphasizing interactive, hands-on, project-based learning. The curriculum at Two Rivers is rigorous and standards-based, and provides opportunities for students to excel in all areas. An integrated arts program and a content-based Spanish program augment the school's demanding academic program. These elements come together through learning modules that allow students to incorporate and apply their classroom learning through real-world experiences. The Self-Contained Special Education Teacher is responsible for delivering instruction to identified students with Individualized Education Plans (IEPs) that require students to be in a self-contained special education classroom. The teacher is responsible for creating and implementing individualized education plans (IEPs) for each student, and working closely with other educators, dedicated aides, parents, and caregivers to help students achieve their academic goals. The teacher is also responsible for assessing students' progress and providing necessary accommodations and modifications to support their learning. There may be additional responsibilities that are undertaken or that are assigned as the needs of students and or the school arise. The Self-Contained Special Education Teachers report to the Principal. What educators can expect working at
Two Rivers:
A diverse and welcoming work environment Weekly professional development opportunities Take a deep dive into becoming an anti-racist organization by participating in small group training and facilitated conversations The opportunity to participate in school decisions, be creative, and be part of a mission-driven organization Staff at Two Rivers are part of an energetic and caring team devoted to creating an incredible school experience Ideal candidates will possess the following qualifications and skills: Candidates must meet one of the following criteria: Bachelor's Degree or Master's degree in Special Education; Bachelor's degree and active OSSE certification or active certification from another state. Responsibilities:
Planning and Preparation Implement Expeditionary Learning, Responsive Classroom, and Universal Design for Learning (UDL) principles and components. Teachers in their first year at Two Rivers commit to learning these models by attending new staff orientation in the summer and a new teacher professional development series held throughout the year. Provide specialized instruction so that students with disabilities meet the goals specified in their IEPs. Develop an engaging curriculum that is designed to teach grade-level standards and skills, as well as support students in mastery of IEP goals. with multiple entry points for students, to include modifications and accommodations for each student. Apply research-based strategies to meet the needs of students with disabilities. Seek additional materials and resources as needed. Plan and implement learning expeditions, ensuring that content, fieldwork, and learning modules are accessible to all students. Facilitate clear planning around student needs and learning goals, specialized instruction, and classroom structures that support student success. Develop and revise clear criteria and standards for quality work. Regularly examine student work to ensure that it meets EL Education's three dimensions of student achievement: High-Quality Work, Mastery of Knowledge and Skills, and Character. Create student document panels, displaying student work and documenting the process leading to mastery. Involve students in developing and creating displays. Plan and execute Celebrations of Learning at least two times per year, providing students with an opportunity to share their work with an audience of parents, other students, and community members. Learning Environment Create and maintain a physically and emotionally safe environment for students. Communicate respectfully with all community members at all times. Model, practice, and discuss respectful, unbiased, and effective communication with students, colleagues, and families. Work with your classroom team and students to create classroom rules. Establish and consistently apply logical consequences. Uphold and support the school-wide discipline policies. Document infractions according to the discipline policies and seek help and support from colleagues and administrators when discipline concerns arise. Engage students in age-appropriate discussions of diversity. Use student observations, questions, actions, and reactions as teachable moments to explore diversity. Learning Experiences Conduct assessments to track student progress toward IEP goals at regular intervals. Initial assessments will be completed in September and October, interim assessments will be conducted in January, and end-of-year assessments will be conducted in May and June. Assessment results should be documented in students' present levels of academic achievement and functional performance in their IEPs. Maintain a system of progress monitoring that informs and guides instruction and planning for students with disabilities in your grade level. Work with school administrators to ensure that identified students receive necessary accommodations for standardized assessments and other school-administered assessments. In collaboration with school administrators, lead the administration of the DC-CAPE Assessment in the spring, beginning in third grade for students in the self-contained classroom. Use a variety of assessment tools (e.g. performance tasks, rubrics, anecdotal notes, and formative/summative checks) to inform instructional groupings, scaffolded tasks, and tiered supports. Engage in ongoing data cycles using the PDSA (Plan-Do-Study-Act) and DataWise frameworks to identify instructional gaps, set goals, and plan responsive instruction. Collaborate with colleagues during facilitated planning times to monitor progress and improve student outcomes. This is a 10.5-month position, which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act. For more information about Two Rivers, please visit www.tworiverspcs.org
