Long Term Substitute: Special Education - Marlborough, United States - Marlborough Public Schools

Marlborough Public Schools
Marlborough Public Schools
Verified Company
Marlborough, United States

2 weeks ago

Mark Lane

Posted by:

Mark Lane

beBee recruiter
Description

Title of Position:

Long Term Substitute Special Education (Moderate Needs)


Anticipated Dates:

April 29, June 17, 2024 or End of School Year


Salary:

$200.00 per day (Long Term Substitutes teaching between consecutive school days).

$275.00 per day (Long Term Substitutes teaching greater than 90 consecutive school days. Current, valid, DESE license is required for appointments greater than 90 consecutive school days).


Organizational Relationship or Line of Authority:
Directly responsible to the School Principal, Educational Team Leader, and Supervisors in areas of instruction and curriculum.


Job Summary:


Promotes learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives.

Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.


Statement of Duties:


  • Provides direct and indirect instructional support to students as per their IEPs.
  • Demonstrates knowledge of the developmental levels of students and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
  • Participates in the Team meeting process.
  • Develops and implements Individualized Educational Programs (IEPs) with measurable goals and objectives.
  • Ensures compliance with IEPs and timelines maintaining accurate and complete student records and preparing reports on children and activities, as required by laws, district policies and administrative regulations.
  • Provides instruction with measurable outcomes and challenging tasks making progress towards requiring higherorder thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
  • Collaborates with the general education teachers to modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies in accordance with the student's IEP.
  • Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for _all_students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
  • Collaborates with parents, outside agencies and all building staff.
  • Shares with appropriate colleagues (e.g., general education, English learner staff and counseling staff) conclusions about student progress and seeks their feedback about instructional or assessment practices that will support improved student learning.
  • Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
  • Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
  • Develops students' interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
  • Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.
  • Seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
  • Effectively collaborates with colleagues in such work as developing standardsbased units, examining student work, analyzing student performance, and planning appropriate intervention.
  • Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations
  • Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
  • Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
  • Performs other duties as assigned by building Principal.

Qualifications:


  • Valid Massachusetts licensure in Special Education in the area of Moderate Special Needs preferred.
  • Bachelor's or higher earned academic degree
  • Experience working wit
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