Moderate/Intensive Special Needs Classroom Teacher

 The Children's Center for Communication and Beverly School for the Deaf continues to expand and grow programs for children birth to age 22 with communication and developmental challenges.  We are currently seeking an Intensive/Moderate Special Needs Classroom Teacher for middle school-age classroom.  Small classroom of 5 students with an intensive faculty ratio.  Supporting general curriculum, ABA and DTT learning, use of technology including Assistive Technology and AAC. 

Sign Language not required to start - candidate expected to take sign classes on our campus.

Should have experience leading a classroom.  Must be eligible for Moderate or Intensive Certification in Massachusetts.  Immediate start.  Typical school year calendar including 24 day summer schedule.  Includes support from complete team of specialists including:  SLPs, OTs, PTs, BCBA, School Psychologist, Assistive Technology support, Adaptive Physical Education, Curriculum Specialist, and more.  Highly collaborative team setting with all of the positive benefits of a private, specialized campus in Beverly.

Resume/Cover letter immediately to Mark Carlson:  markcarlson@beverlyschoolforthedeaf.org

No phone calls please.

The Children’s Center for Communication

Beverly School for the Deaf

Special Needs Teacher

The following statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

REPORTS TO: 

Primary – Director of Education.  Secondary – Asst. Director of Education.   Tertiary – Executive Director.  

SUMMARY:

Special Needs Teachers are highly trained professionals who provide specifically designed instruction and services to children with a range of communication challenges.  He/She will adapt and develop materials to match the special and unique needs of each individual student by implementing the MA Curriculum Frameworks.  Across multiple all environments, use a variety of teaching strategies to ensure that all students reach their learning potential.

DUTIES AND RESPONSIBILITIES:

The Special Needs Teacher has primary responsibility for the comprehensive instruction and delivery of coordinated services to enrolled students, as such will provide the following: 

1. With appropriate supervision, analyzes the academic status of students and prepares a general annual plan for the instruction of the students assigned.
2. On a weekly basis, prepares daily lesson plans for instruction given sufficient detail to insure communication across a range of professionals.
3. Maintains and structures physical environments which encourage and foster learning, health/safety, and appropriate social interaction. 
4. Create, monitor, and report on the student IEP goals and objectives while encouraging a classroom atmosphere that fosters questioning behavior, curiosity and exploration of content.
5. Presents information to each student with careful attention to curriculum frameworks, sequence of content, instructional technique, student culture and interest, and diversity of individual strengths.
6. Selects and uses audio/visual material, appropriate technology, and adaptive tools in a comprehensive delivery of instruction.
7. Coordinates and provides documentation and support for student technology and support needs, including:  hearing aids, auditory equipment, physical needs, behavioral systems, sensory diets, and communication devices (all therapies/therapists).
8. Evaluates student mastery of content through appropriate measurement tools and communicates information through appropriate documentation including MCAS, MCAS/Alt, and out of state requirements, where appropriate.
9. Provides direction and supervision to all classroom support personnel to ensure a safe and stimulating educational environment.
10. Fosters positive and purposeful relationships with students, parents, colleagues, support personnel, and immediate supervisor in facilitating ‘team’ approach toward the accomplishment of common instructional goals and overall communication.   
11. When necessary seeks support for, student behavioral issues; establishes formal behavioral management plans when needed, creates general climate for classroom discipline.
12. Develops, maintains, and provides student records, reports, and documentation in a timely, professional and articulate fashion.
13. Participates in ongoing professional development both inside and outside of school setting and will meet the requirements for professional licensure and Professional Development Plans.
14. Participates in the accomplishment of institutional goals/objectives and overall mission by engagement in committees, task forces, or work groups. 
15. Performs miscellaneous job-related duties as assigned by faculty/staff.

MINIMUM JOB REQUIREMENTS:

Bachelors Degree from an accredited college or university.  Appropriate teacher certification and licensing by the Massachusetts Department of Education in the area of Special Education.  

PREFERRED QUALIFICATIONS:

Masters Degree from an accredited college or university, with 3 years experience in a special education program directly related to the duties and responsibilities specified.  Coursework in education, special education, communication disorders, or early-childhood preferred.  Previous successful classroom experience in an academic setting.  Demonstrated ability to respect diversity and help children develop a positive self-image as successful learners. 

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED:

• Ability to communicate in a highly effective manner- orally, in writing, and sign language.
• Ability to understand, follow and deliver safety policy and procedures.
• Ability to provide a supportive and caring environment for children.
• Ability to provide direct staff supervision, leadership, and role modeling for all classroom personnel.
• Ability to provide creative and active learning for all children that encourages growth.
• Ability to receive professional direction, learn new skills, and work in a team setting.
• Knowledge of Deaf/HH culture, and special issues related to Deaf/HH students. 

CONDITIONS OF EMPLOYMENT:

• Successful candidate must submit to a sign language competency examination.  If potential teacher does not meet the necessary requirements of classroom specific signing needs then he/she will commit to enroll in additional ASL class(es). 
• Successful candidate will present appropriate certifications as required by DOE.

WORKING CONDITIONS AND PHYSICAL EFFORT:

• Work involves moderate exposure to a variety of safety elements, including moderate physical activity, student behavior, student hygiene, and limited food preparation.
• The environment may require physically assisting students with a weight, up to and in excess of 50 pounds 
• Work environment may involve operation of school vehicles in the transportation of students to and from community settings.

CCC/BSD does not discriminate regardless of race color, color, gender, religion, national origin, age, sexual orientation, political beliefs, disability, pregnancy, or marital/family status.

CCC/BSD provides all training required by OSHA, DOE, and EEC to ensure employee and student safety.