May 2013 – Special Educator e-Journal

Table of Contents

• Calls to Participate

• Update from the U.S. Department of Education

• Special Education Resources

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment Opportunities Posted on NASET

• Upcoming Conferences and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF or XPS Version of This Issue

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Calls to Participate

Learning Disabilities Association of America Call for Proposals
http://tinyurl.com/cl9pjcl
Learning Disabilities Association of America (LDA) is seeking proposals for the 2014 Conference to be held in Anaheim, CA, February 19-22, 2014, from anyone wishing to present a paper, conduct a workshop, provide an informational session, or make a formal presentation. LDA values sessions that present current and best practices, including basic information about the nature of learning disabilities as well as innovative approaches to advocacy, assessment, intervention, and instruction. A new strand for the 2014 LDA Conference is Correctional Education and Justice System. Deadline for submissions: May 15, 2013.

Southwest Conference on Disability Call for Papers
http://cdd.unm.edu/swconf/
The 2013 Southwest Conference on Disability Call For Papers is now open. The conference will be held October 8-11, 2013, in Albuquerque NM during the forty-first International Balloon Fiesta, and is accepting proposals on the following themes: The Rehabilitation Act at 40: Promises Kept, Promises Still to Keep; Assistive Technology: Opening the Door for People with Disabilities; When the Community, Business and Government Collaborate, People with Disabilities Work!; Access to Health for Women with Disabilities; and Brain Injury: A Family Affair Across the Lifespan. The deadline for proposals is May 28, 2013.

Call For Applications: The HSC Foundation’s Advocates in Disability Award

http://www.hscfoundation.org/2013ADA.php
The HSC Foundation is seeking applicants for the 2013 Advocates in Disability Award (ADA). The Advocates in Disability Award goes to a young person with a disability between the ages of 14-26, who is dedicated to positively affecting the lives of individuals with disabilities and their families in the United States. The program also supports an innovative project developed by the award recipient that serves and empowers individuals with disabilities. The recipient will be awarded $3,000 in recognition of past disability advocacy and will receive up to an additional $7,000 in funding support for a proposed project.

DCDT International Conference Seeks Presentations

http://www.dcdt.org/
The Division on Career Development and Transition (DCDT) has announced its Call for Presentations for their 17th International Conference. The conference will be held November 14-16, 2013, in Williamsburg VA. Deadline for submissions is April 12, 2013.

Education and Health Care Transition

http://education.ufl.edu/education-healthcare-transition
The University of Florida’s College of Education offers an online Graduate Certificate program for graduate students or professionals in education, medicine, nursing, social work, law, public health, public policy, or work in other education or health-related areas. The program teaches skills for integrating education and health care transitions and building expertise in this emerging discipline.

Mansfield Hall Program and Residence for Young Adults Attending College and Transitioning to Independence

http://www.mansfieldhall.org/
Mansfield Hall is a comprehensive, individualized program and residence in Burlington, Vermont, that supports young adults attending college and transitioning to independence. They serve students who have learning disabilities, mild autism, Asperger’s syndrome, nonverbal learning disabilities, ADHD, executive functioning impairments, or other students with unique characteristics that may pose challenges in the transition to college life. Their goal is to provide skills training in all areas of adaptive functioning so students can flourish academically, socially, vocationally, and emotionally.

U.S. Department of Education Seeks Input on PROMISE Competitive Grant Program

http://www2.ed.gov/about/inits/ed/promise/index.html
The U.S. Department of Education seeks input on a new competitive grant program, Promoting Readiness of Minors in Supplemental Security Income (PROMISE). The purpose of this program is to fund model demonstration projects in states to promote improved outcomes for children who receive Supplemental Security Income (SSI) and their families. Under this program, projects must form strong and effective partnerships among state agencies responsible for programs that play a key role in providing services to child SSI recipients and their families and provide coordinated services and supports designed to improve the education and employment outcomes of child SSI recipients and their families.

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Update from the U.S. Department of Education

U.S. Department of Education Announces Resolution of White Plains, N.Y., Public Schools Civil Rights Investigation

The U.S. Department of Education’s Office for Civil Rights (OCR) announced today that it has entered into a resolution agreement with the White Plains, N.Y., Public Schools. The agreement commits the district to ensuring that all students, including African American, Hispanic and English Language Learner (ELL) students, are provided with equal opportunity and equal access to challenging classes and programs that will put students on a pathway for success in college and careers.

Under the agreement, the district will, as necessary:

• Expand criteria to determine eligibility and selection for enrollment in programs and courses.
• Expand student, parent, and community outreach about the available courses and programs; and
• Make improvements to the academic counseling services at the middle and high school levels and training for relevant district and school site administrators and personnel.

These changes will be based on recommendations from an expert consultant, feedback from students, parents and staff, and a comprehensive self-assessment.

“Every student, regardless of his or her race, color, or national origin, must have an equal opportunity to participate in rigorous programs and courses that will put them on the right track toward being ready for college and careers,” said Seth Galanter, acting assistant secretary for civil rights. “I applaud the steps the White Plains Public Schools have agreed to take to help ensure their compliance with Title VI.”

OCR initiated a compliance review at White Plains under Title VI of the Civil Rights Act of 1964 to assess whether the district discriminated against minority students by establishing and implementing policies and procedures that resulted in their exclusion from enrichment programs, advanced/honors courses and Advanced Placement (AP) courses.

Because the district begins identifying students for its enrichment program as early as the end of second grade, it is critical that the process, criteria and communication about entry to the enrichment program ensure an equal opportunity for all students to access and participate in the program. These types of programs frequently serve as a path to advanced/honors courses and AP courses at the high school level. African American, Hispanic and ELL students had disproportionately lower enrollment in all those program and courses.

The district worked closely with OCR and voluntarily entered into a resolution agreement prior to the completion of the investigation.

As a result, OCR made no findings on lack of compliance. The office’s investigation revealed, however, that a disproportionately low number of minority students were participating in the district’s high school Honors and AP high school courses and in earlier enrichment programs and advanced courses at the elementary and middle school levels.

For example, during school year 2011-2012, African American students represented 18 percent of the high school student enrollment, but less than 10 percent (37 of 395 students), of the Honors and AP enrollment.

That same year, Hispanic students represented 47 percent of the high school student enrollment, but only 31 percent (122 of 395) of the Honors and AP enrollment; and ELL students represented 9 percent of the high school enrollment, but only 3 percent (10 of 395) of the Honors and AP enrollment. If minority students were provided equal opportunities to participate in enrichment programs in their earlier years, they would have been more likely to participate in Honors and AP classes proportionate to their high school enrollment; over 100 additional minority students would have been enrolled in Honors and AP.

A copy of the resolution letter is posted at: http://www2.ed.gov/documents/press-releases/white-plains-school-district-letter.doc, and the agreement at: http://www2.ed.gov/documents/press-releases/white-plains-school-district-resolution.doc.

OCR’s mission is to ensure equal access to education and promote educational excellence throughout the nation through the vigorous enforcement of civil rights. OCR is responsible for enforcing federal civil rights laws that prohibit discrimination by educational institutions on the basis of disability, race, color, national origin, sex, and age, as well as the Boy Scouts of America Equal Access Act of 2001.

For more information about the Office for Civil Rights, see http://www2.ed.gov/about/offices/list/ocr/index.html. For details on how OCR handles civil rights cases, visit http://www.ed.gov/about/offices/list/ocr/complaintprocess.html.

 

Universal Preschool is a Sure Path to the Middle Class-By Arne Duncan

President Obama put forward a plan last week to make access to high-quality early learning a reality for every 4-year-old in America by making full-day preschool available to families with incomes at or below 200 percent of the federal poverty line.

Parents, teachers and principals nationwide agree that we need to do more to ensure that children from disadvantaged families begin kindergarten at the same educational starting line as do children from better-off families. The president’s plan includes a cost-sharing arrangement with states, with the entire federal investment of $75 billion covered by a new cigarette tax, and with incentives for states to make programs available for even more middle-class families.

Members of Congress have asked me: How do we know early learning works? What about its lasting impact?

Let’s examine the record.

At an elementary school I recently visited in Bladensburg, teachers told me how much better-prepared students are for the classroom if they’ve been to preschool. “It makes a huge difference,” said one 21-year teacher.

Research backs her up. Studies consistently demonstrate that high-quality early education gives children the foundation they need to succeed. No study is perfect, but the cumulative evidence that high-quality preschool works is overwhelming. Consider a study of 4-year-olds in Tulsa who attended Oklahoma’s high-quality universal preschool program, with small class sizes and well-trained teachers — features that are components of the president’s proposal. They started kindergarten seven months ahead in literacy skills and four months ahead in math skills. Likewise, children who attended Boston’s high-quality preschool program gained seven months in literacy and math. Studies of preschoolers in New Jersey showed substantial gains in literacy and math. These consistent gains are critical steps toward long-term success in school.

Skeptics of early learning say these programs “don’t work” because some studies have failed to find major effects in later grades — the so-called “fade out.” But that’s not quite right.

The most rigorous research that can be compared with what we are proposing — high-quality, full-day preschool — shows crucial benefits in high school graduation rates, employment and avoidance of criminal behavior. Although the best scientific evidence for the long-term effects of early education comes from studies of multiyear programs dating to the 1960s and 1970s, a recent study of New Jersey students who received one year of high-quality public preschool found that by fifth grade, they were less likely to be held back or placed in special education. The few more recent long-term assessments of public preschool consistently indicate similar benefits, including increased graduation rates and reduced arrest rates.

High-quality preschool appears to propel better outcomes by enhancing non-cognitive skills such as persistence, self-control and emotion regulation — skills that depend on early brain development and social experiences and contribute to long-term academic outcomes and career success.

The study often cited by skeptics — the Head Start Impact Study — isn’t a great comparison to the president’s proposal. It examined the effect of offering access to Head Start, not the effect of participation (nearly 20 percent of the 4-year-olds in the Head Start group never attended). The president’s proposal would require higher qualifications for staff than was the case in this study, and this administration has begun putting in place needed quality-control improvements to Head Start.

Preschool works. But is it worth the cost?

Studies of the savings from high-quality early learning demonstrate that the answer is yes. Graduates of such programs are less likely to commit crimes or rely on food stamps and cash assistance; they have greater lifetime earnings, creating increased tax revenue. Although the range of savings varies across studies, the studies consistently find robust returns to taxpayers.

Can we replicate what works? We can, and we must. If the United States is to remain a global economic leader, high-quality preschool must become the norm. The moral case is compelling, too. As President Obama has said, every child should have the opportunity, through hard work, to join the middle class. Children shouldn’t be denied equal educational opportunity at the starting line.

The countries we compete with economically are well ahead of us in preschool opportunity. We rank 28th in the proportion of 4-year-olds enrolled in early learning in surveys by the Organization for Economic Cooperation and Development, and 25th in public funding for early learning. Fortunately, we have great examples to learn from: Oklahoma, Georgia, New Jersey and Boston all have excellent preschool programs.

Making quality early-learning opportunities a norm for every 4-year-old will take more than money. It will take a new commitment to recruiting and keeping excellent staff, and tackling many of the other challenges in our K-12 system. That’s why we propose to invest an additional $750 million to support innovation and preschool capacity-building in states. To make a critical difference for all children, high-quality early learning must be followed by rich educational opportunities and robust learning experiences at every stage of the journey to college and careers.

The evidence is clear. We need to stop asking whether early learning works — and start asking whether we have the national will to make it a reality for the children who need it most.

Source information about studies mentioned in this column has been posted at www.ed.gov/early-learning/research.

Arne Duncan is U.S. Secretary of Education.

Education Department Announces Next Rounds of Race to the Top, Including Another Key Investment to Expand Access to High-Quality Early Learning Opportunities

The U.S. Department of Education and U.S. Department of Health and Human Services announced they will invest the majority of the 2013 Race to the Top funds for a second Race to the Top-Early Learning Challenge competition. About $370 million will be available this year for states to develop new approaches to increase high-quality early learning opportunities and close the school readiness gap. Today’s announcement furthers the Administration’s work to expand access to high-quality early learning programs for all children, especially those in disadvantaged communities.

“Expanding access to high-quality early learning opportunities is simply one of the best investments we can make in our country, and these funds can help states develop and strengthen programs that serve America’s youngest learners,” said U.S. Secretary of Education Arne Duncan. “Getting our children off to a strong start not only increases their individual chances for lifelong success, it helps create the conditions for a thriving middle class that will forge the path into a bright future for our entire country.”

“As any parent knows, the first few years of a child’s life are critical,” said U.S. Health and Human Service Secretary Kathleen Sebelius. “Kids who attend high-quality early learning and pre-school programs are more likely to do well in school. They’re more likely to secure a good job down the road. And they’re more likely to maintain successful careers long-term.”

The Race to the Top-Early Learning Challenge is a key part of the Obama Administration’s comprehensive early learning agenda. The program is jointly administered by the U.S. Department of Education and the U.S. Department of Health and Human Services, and the two agencies are continuing to work closely together on new initiatives to expand and improve services for children from birth through age 5.

Last week, President Obama detailed his FY 2014 budget proposal, which would invest $75 billion over 10 years in fully offset funding to create new partnerships with states and provide high-quality preschool to more communities, helping ensure that all children enter kindergarten ready to learn. In addition, the 2014 education budget provides $750 million in complementary discretionary funds to help states strengthen their early learning systems and prepare to expand access to high-quality preschool. The President’s budget also invests $1.4 billion in HHS’s proposed Early Head Start-Child Care Partnership Initiative to increase effective early care and education for infants through age three. To ensure that our most vulnerable Americans are on track from birth, the budget also seeks to expand the Maternal, Infant, and Early Childhood Home Visiting Program by providing a long-term $15 billion investment beginning in FY 2015.

Race to the Top, an education reform initiative announced by President Obama in 2009, has been a catalyst for advancing state-led efforts to improve education. The bulk of the 2013 Race to the Top funding will go toward the Race to the Top- Early Learning Challenge for both a new competition and to provide supplemental awards for six state grantees – California, Colorado, Illinois, New Mexico, Oregon and Wisconsin – who had only received 50 percent of their initial request.

About $120 million of the 2013 funds will be used for a second round of the Race to the Top-District competition, which supports locally developed plans to personalize and deepen student learning, directly improve student achievement and educator effectiveness, close achievement gaps, and prepare students to succeed in college and their careers. In the first round, the Department awarded $383 million to 16 Race to the Top-District grantees representing 55 districts. In a Federal Register notice today, Department proposed a set of priorities for this year’s competition, which will again support bold, innovative reform at the local level. The Department will collect public comment on the proposed priorities for 30 days.

More information about the Race to the Top-Early Learning Challenge and the Race to the Top-District competition, including current grantees, is available on the Department’s website. Additional details about both programs will be announced in the coming months.

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Special Education Resources

Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic (February 2013)
Report
http://www.americaspromise.org/our-work/grad-nation/building-a-grad-nation.aspx
“Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic,” from the Alliance for Excellent Education, America’s Promise Alliance, Civic Enterprises, and the Everyone Graduates Center at Johns Hopkins University, was released at the third annual “Building a Grad Nation” Summit, and reports that the U.S. is on track to meet the national Grad Nation goal of a 90% high school graduation rate by the Class of 2020. The national high school graduation rate has increased 6.5 percentage points since 2001, to 78.2%, with an average growth of 1.25 points each year from 2006 to 2010.

National Association of Secondary School Principals (NASSP) Publishes Brief on Universal Design for Learning Featuring NCWD/Youth (March 2013)
Brief
http://www.nassp.org/Content/158/prr_mar13_web2.pdf
NASSP released a research brief co-written by The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) and featuring NCWD/Youth research. The brief, “Universal Design for Learning: Strategies Principals Can Employ in Their Schools,” recommends using the inclusive learning strategy known as universal design for learning (UDL) to reach a broader diversity of students. UDL promotes a framework that makes course instruction, materials, and content accessible and engaging for students of all learning styles by offering multiple, flexible ways for students to receive information and demonstrate their skills. The brief details the UDL model, recommendations to assist all students, and additional strategies that can benefit students with disabilities. Available in pdf (1.03 MB, 6 pp).

NCWD/Youth Releases Policy Brief on Using Individualized Learning Plans to Increase College and Career Readiness (February 2013)
Brief
http://www.ncwd-youth.info/ilp/produce-college-and-career-ready-high-school-graduates
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has released a policy brief, “Using Individualized Learning Plans to Produce College and Career Ready High School Graduates,” which summarizes findings and recommendations from a multi-year individualized learning plans (ILP) research and demonstration project funded by the U.S. Department of Labor’s Office of Disability Employment Policy. ILPs are increasingly used by states and school districts to support youth in becoming college and career ready. An ILP is both a document and a process that students use – with support from school counselors, teachers, and families – to define their career goals and postsecondary plans in order to inform the students’ decisions about their courses and activities throughout high school. The policy brief highlights key findings from the ILP studies, which examined whether and how ILPs may be considered a promising strategy for developing college and career readiness and whether and how students with disabilities are participating in ILPs.

Office of Juvenile Justice and Delinquency Prevention Releases Survey Data on Juveniles in Residential Placement (March 2013)
Survey Data
http://www.icpsr.umich.edu/icpsrweb/NACJD/studies/34304
The Office of Juvenile Justice and Delinquency Prevention (OJJDP), through the National Archive of Criminal Justice Data, has released the Survey of Youth in Residential Placement (SYRP) 2003. SYRP collects data from youth in the juvenile justice system ages 10-20. The survey asked youth about their backgrounds, offense histories, experiences in the confinement facility, their use of alcohol and drugs, their medical needs and the services they received, and any experiences of victimization in placement.

Parent Power: Now Available in Spanish/El Poder de los Padres): ¡Ahora en Español! (2013)
DVD
http://tinyurl.com/cchb8ah
The Annenberg Institute for School Reform (AISR) now offers its film “Parent Power: Education Organizing in NYC, 1995-2010” in a DVD package that includes it both in English and Spanish (“El Poder de los Padres”). “Parent Power” chronicles fifteen years of effective parent organizing for education reform in New York City. A viewer’s guide, designed to enhance community groups’ use of the film in their own education organizing efforts, accompanies the film. / “Padres al Poder” relata las iniciativas tomadas exitosamente durante quince años por un grupo de padres organizados con el fin de mejorar las escuelas públicas de la ciudad de Nueva York. Una guía para el espectador, diseñado con el fin de que el espectador pueda sacar el mayor provecho de Parent Power como herramienta para la organización educativa, acompaña la película.

Substance Abuse and Mental Health Services Administration’s Cool Tools (2013)
Tools
http://archive.samhsa.gov/
The Substance Abuse and Mental Health Services Administration’s (SAMHSA) provides an online list of “Cool Tool” resources for people who use mental health services, and service providers and helpers. Tools include a list of common medication side effects, tips on starting difficult conversations with your mental health service provider, a Wellness and Recovery Activities Journal and Planner, and checklists with questions to ask about medications, alternative medicine, and a current or new provider or program.

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Update from the National Dissemination Center for Children with Disabilities

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Latest Employment Opportunities Posted on NASET

Master Middle School Teachers – $125,000 Salary

New York, NY

Job Category: Master Middle School Teacher

 Master Middle School Teachers – $125,000 Salary – TEP Charter School

 $125,000 SALARY FOR MASTER MIDDLE SCHOOL TEACHERS!

Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, recently featured on the front page of the New York Times: http://www.tepcharter.org/nytimes.php. TEP is a 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City.

Learn more and apply today at http://www.tepcharter.org/apply.php

Open positions: http://www.tepcharter.org/open-teaching-positions.php

• Social Studies Teacher
• English Language Arts Teacher
• Special Education Teacher
• Mathematics Teacher
• Science Teacher
• Physical Education Teacher
• Music Teacher

 About TEP Charter School

TEP aims to put into practice the central conclusion of a large body of research related to student achievement: teacher quality is the most important school-based factor in the academic success of students, particularly those from low-income families. In singling out teacher quality as the essential lever in educational reform, TEP is uniquely focused on attracting and retaining master teachers. To do so, TEP uses a three-pronged strategy that it terms the 3 R’s: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation. For more information, visit us online at http://www.tepcharter.org

 INFO SESSION @ TEP

Thinking about applying for a teaching position at TEP? Attend an in-person information session with TEP’s Principal, Zeke Vanderhoek. Take a tour of the school, and learn more about the teacher application process and teaching at TEP.

WHEN: TUESDAY, MAY 7TH @ 6PM
WHERE: TEP CHARTER SCHOOL

 Learn how to RSVP for the event by clicking the following link:http://www.tepcharter.org/session-for-teachers.php

We also have a Live Online Info Session too!
Click here for more information: http://www.tepcharter.org/info-session-for-teachers.php

CONTACT: JOBS@TEPCHARTER.ORG 

 

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Assistant Professor, Childhood Education

Bronx, New York

Job Category: Full Time

 The College of Mount Saint Vincent (Riverdale, New York) seeks an Assistant Professor of Teacher Education with a strong student-centered focus and an earned doctorate to start in Fall 2013. A strong record of teaching experience in diverse collegiate and elementary school settings is preferred. Responsibilities include teaching undergraduate and graduate foundation and curriculum courses, advisement and supervision of students at nearby schools. Knowledge and skill in mathematics, social studies, science and technology are needed.

Terms of appointment and salary are commensurate with credentials and experience.
requirements: Experience working with students with disabilities and/or with second language learners is highly desirable. Additional responsibilities require the candidate to engage in scholarly and professional activities; perform college and department service including program development; assist with TEAC accreditation reviews and outcomes assessment; develop and maintain partnerships with public schools.

AA/EOE

College of Mount Saint Vincent is committed to provide equal opportunity, employment, and advancement opportunities to all individuals. The College of Mount Saint Vincent does not discriminate in employment opportunities or practices on the basis of race, color, religion, gender, sexual orientation, national origin, age, disability, marital status, amnesty, or any other characteristic protected by Federal, State, or Local Laws.

Send your curriculum vitae, cover letter, teaching philosophy, two letters of recommendation and three additional references who can speak to your professional qualifications to HR@mountsaintvincent.edu. Review of applications will begin immediately and continue until filled.

 

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Assistant Professor, Special Education

Bronx, New York

Job Category: Full Time

The College of Mount Saint Vincent (Riverdale, New York) seeks an Assistant Professor of Special Education with a strong student-centered focus, an earned doctorate and a strong record of teaching experience in collegiate and K-12 school settings to start in Fall 2013. Desired qualifications include a minimum of three to five years experience in urban settings of culturally and linguistically diverse populations of students with disabilities. Additional knowledge of the use of assistive technology and expertise in Autism Spectrum Disorder and Applied Behavioral Analysis are highly desirable. A successful candidate will demonstrate a strong commitment to scholarship, service and teaching.

The College of Mount Saint Vincent is an academically excellent, authentically inclusive, Catholic and ecumenical liberal arts college with approximately 1,300 undergraduate students and 225 graduate students located in the Riverdale section of New York City. Our beautiful 70-acre campus of rolling lawns and wooded hills overlooking the Hudson River is just 12 miles from midtown Manhattan. Send your curriculum vitae, cover letter, teaching philosophy, two letters of recommendation and three additional references who can speak to your professional qualifications toHR@mountsaintvincent.edu. Review of applications will begin immediately and continue until filled.

Responsibilities include teaching undergraduate and graduate courses, program development, advisement, and supervision at nearby schools. The ability to build strong collaboration between general education and special education faculty is highly desirable. Additional responsibilities require the candidate to engage in scholarly and professional activities; perform college and department service including coordination of special education programs; assist with TEAC accreditation reviews and outcomes assessment; develop and maintain partnerships with public schools. Terms of appointment and salary are commensurate with credentials and experience.

Please send your resume and cover letter to HR@Mountsaintvincent.edu

 

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Video Feedback Reviewers – Tools for Teacher

Flexible Location

Job Category: Part Time, Seasonal

 We are seeking Video Feedback Reviewers with certification in bilingual education, math, science, English, special education or social studies. Reviewers will be TNTP employees based out of a home office anywhere in the United States (flexible location). These positions will start training in the late spring and are expected to last through June 2014 with the possible option to extend. This role requires approximately six hours of work per week during the school year with potentially fewer hours over the summer.

 Requirements:

• Strong education background and instructional skill set with at least three years K-12 teaching experience (required), preferably in high-need schools or with high-need populations, and a track record of raising student achievement
• Minimum of 6 hours of availability per week, 8-10 hours per week preferred. Work can be completed during non-standard hours and on weekends
• Current certification and experience teaching and/or supporting teachers in one of the following areas required: Bilingual education (Spanish), Math, English, Science (General, Biology, Physics, and/or Chemistry), Special Education (primary and secondary), or Social Studies
• Previous experience observing, evaluating, or mentoring teachers (preferred)
• A record of setting and achieving ambitious goals
• Ability to critically assess challenges and identify effective solutions
• A commitment to producing consistently high quality, detailed work
• Excellent oral communication and writing skills
• Ability to work independently and manage multiple responsibilities simultaneously
• Access to high speed internet connection to complete video review at flexible times

Benefits:

The salary for this position is $25 per hour. TNTP offers a motivated team of dynamic colleagues, a collegial atmosphere that values professional development and valuable feedback, and the chance to impact the direction of a growing, mission-driven company that is committed to the success of our nation’s children.

To Apply

Write a detailed cover letter that addresses the following prompts:

1. Briefly describe what you consider to be highly effective teaching. When you observe a highly effective teacher’s classroom what do you expect to see?

2. Summarize your experience observing and evaluating teachers.

Please submit your resume and tailored cover letter online at:

http://ch.tbe.taleo.net/CH05/ats/careers/requisition.jsp?org=THENEWTEACHERPROJECT&cws=1&rid=1391

 

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MENTOR TEACHER – Tufts Educational Day Care Center

Somerville, MA

Job Category: Full Time

Tufts Educational Day Care Center is an innovative year-round, full-day educational preschool and kindergarten program for children from within the Tufts community and surrounding cities. TEDCC serves as a laboratory site for the University and is affiliated with the Department of Child Development, School of Arts and Sciences at Tufts University. The center enrolls approximately 82 children ages 2.9-6.

The Mentor Teacher’s responsibilities include providing leadership and supervision to a teaching team in the planning and implementation of a dynamic, developmentally appropriate and inclusive program for preschool or kindergarten age children in collaboration with teaching assistants, families, therapists and consultants. Beginning the second year, all mentor teachers and teachers coordinate a center wide program, initiative, or service.

THE MENTOR TEACHER SPECIFICALLY WILL:

• In leadership of and collaboration with your teaching team, plan and execute an educational program and physical environment which are developmentally sound, multi-culturally relevant, and sensitive to the range of individual differences reflected in your student, staff, and family populations. Adhere to referral procedures when concerned about child/family development.
• Supervise your teaching team; develop an effective teaching team which usually includes the Mentor Teacher, two full-time teachers, a graduate teaching assistant, and student teacher or field worker; Prepare for and hold weekly team meetings and individual supervision meetings for your direct reports.
• Attend and contribute to weekly or bi-weekly supervision meetings with the Director and monthly staff meetings; Communicate regularly with the Parent Coordinator, School Coordinator, Special Needs Coordinator and specialists through regularly scheduled meetings, and on an as-needed basis, and let them know well in advance of changes in classroom and child schedules (field trips, special projects, vacation weeks, etc;).
• Meet with every family prior to or shortly after school starts in the fall. Make every effort to attend school events like picnics, fund-raisers, and evening parent meetings; Communicate regularly with families via daily verbal contact, bi-monthly emails, progress reports, family conferences and telephone calls. Plan Fall Curriculum Open House and other all-classroom parent meetings as warranted. Prepare and present twice yearly evening Child Study meetings for contact children with special needs; as directed, keep the Director, Parent Coordinator, School Coordinator, or Special Needs Coordinator informed of any vital child/family development and information, safety issues, classroom/teacher related issues, buildings and grounds and maintenance concerns.
• Maintain a safe environment in your classroom, throughout the school and on the playground. Follow policy related to injuries/accidents/incidents by completing appropriate forms for the Director’s signature.
• Create documentation to make learning visible, inform planning of curriculum projects, encourage collective inquiry and reflection among children, teachers and parents. Use technology (digital cameras, computers) to support the documentation process. Use documentation to assess children’s interests and development and as a tool to plan and reflect upon the effectiveness of individualize curriculum. Document both daily curriculum plans and activities.
• Collaborate with Director to define and fulfill responsibilities required for the successful coordination of a center wide program, initiative or service, (e.g. special friends, research, playground, etc ;).
• Bachelor’s degree in Early Childhood Education and/or related field OR a Bachelor’s degree in an unrelated field and EEC Lead Teacher Qualification.
• Three (3) years teaching experience with children who have a wide range of individual differences, including special needs; • EEC Lead Teacher Qualification; For the position of Kindergarten Mentor Teacher: Massachusetts Teacher Certification for Early Childhood with and without Special Needs (PreK-2);   
• Facility with Microsoft Word, digital tablets, phones and cameras;
• Excellent oral and written communication skills; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
• Must successfully complete all appropriate background checks as required.
• Master’s degree in Early Childhood Education or related field.
• Two (2) years’ experience as a Lead Teacher and supervisor of a teaching team.
• Skill in designing classroom environments.
• Experience supervising University students.
• Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
• Experience with the Project Approach to Curriculum Development.
• Experience with Documentation and making learning visible for parents, children, and teachers.
• Experience using media and technology in the classroom.
• Knowledge of and experience with the principles of Anti-Bias Education.

BASIC REQUIREMENTS:

• Bachelor’s degree in Early Childhood Education and/or related field OR a Bachelor’s degree in an unrelated field and EEC Lead Teacher Qualification.
• Three (3) years teaching experience with children who have a wide range of individual differences, including special needs; • EEC Lead Teacher Qualification; For the position of Kindergarten Mentor Teacher: Massachusetts Teacher Certification for Early Childhood with and without Special Needs (PreK-2);   
• Facility with Microsoft Word, digital tablets, phones and cameras;
• Excellent oral and written communication skills; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
• Must successfully complete all appropriate background checks as required.

PREFERRED QUALIFICATIONS:

• Master’s degree in Early Childhood Education or related field.
• Two (2) years’ experience as a Lead Teacher and supervisor of a teaching team.
• Skill in designing classroom environments.
• Experience supervising University students.
• Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
• Experience with the Project Approach to Curriculum Development.
• Experience with Documentation and making learning visible for parents, children, and teachers.
• Experience using media and technology in the classroom.
• Knowledge of and experience with the principles of Anti-Bias Education.

SPECIAL WORK SCHEDULE REQUIREMENTS:

Attendance at monthly evening staff meetings, monthly evening parent meetings, twice-yearly individual parent conferences, child study meetings, and SPED meetings – many of which are after shift hours; flexibility in shift hours (8-3, 8:30-3:30, or 10:30-5:30), and the ability to work additional hours when need to meet the requirements of the position.

Tufts University is an AA/EO employer and actively seeks candidates from diverse backgrounds.

Apply Here: http://www.Click2apply.net/md6kh8y

 

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TEACHER – Tufts Educational Day Care Center

Somerville, Massachusetts 02144

Job Category: Professional Services

Tufts Educational Day Care Center is an innovative year-round, full-day educational preschool and kindergarten program for children from within the Tufts community and surrounding cities. TEDCC serves as a laboratory site for the University and is affiliated with the Department of Child Development, in the School of Arts and Sciences at Tufts University. The center enrolls approximately 82 children ages 2.9-6.

The Teacher’s responsibilities include providing a dynamic, developmental, inclusive program for preschool or kindergarten age children, working with families, therapists, and team-teaching. Beginning the second year, teachers coordinate a center wide program, initiative, or service and may supervise University undergraduate and graduate students.

THE TEACHER WILL:

• In collaboration with your teaching team, plan and execute an educational program and physical environment which are developmentally sound, multi-culturally relevant, and sensitive to the range of individual differences reflected in your student, staff, and family populations. Adhere to referral procedures when concerned about child/family development.
• Work with your Mentor Teacher to develop an effective teaching team which usually includes the Mentor Teacher, two full-time teachers, a graduate teaching assistant, and student teacher or field worker; Participate in weekly team meetings and individual supervision meetings with your Mentor Teacher.
• Attend and contribute to weekly or bi-weekly supervision meetings with your Mentor Teacher and in monthly staff meetings; Communicate regularly with the Parent Coordinator, School Coordinator, Special Needs Coordinator and specialists through regularly scheduled meetings, and on an as-needed basis, and let them know well in advance of changes in classroom and child schedules (field trips, special projects, vacation weeks, etc;) • Meet with every family prior to or shortly after school starts in the fall. Make every effort to attend school events like picnics, fund-raisers, and evening parent meetings; Communicate regularly with families via daily verbal contact, bi-monthly emails, progress reports, family conferences and telephone calls. Plan Fall Curriculum Open House and other all-classroom parent meetings as warranted. Prepare and present twice yearly evening Child Study meetings for contact children with special needs; as directed, keep the Director, Parent Coordinator, School Coordinator, or Special Needs Coordinator informed of any vital child/family development and information, safety issues, classroom/teacher related issues, buildings and grounds and maintenance concerns.
• Maintain a safe environment both in the classroom, throughout the school and on the playground. Follow policy related to injuries, accidents and incidents by completing accident/incident logs for the Director’s signature. Post all appropriate policies and relevant classroom information in a visible place, including child allergies, emergency response procedures, health and illness policy, attendance sheets, hand washing and toileting procedures, location of first-aid/evacuation bag, and child attendance log. Maintain team meeting minutes and team communication log.
• Create documentation to make learning visible, inform curriculum projects, and encourage collective inquiry and reflection among children, teachers and parents. Use technology (digital cameras and computers) to support the documentation process.
• Collaborate with Director to define and fulfill responsibilities required for the successful coordination of a center wide program, initiative or service (e.g. special friends, research, playground, etc;)
• Bachelor’s degree in Early Childhood Education and/or related field OR a Bachelor’s Degree in an unrelated field and EEC Lead Teacher Qualification.
• Minimum of one (1) year teaching experience with children who have a wide range of individual differences, including special needs.
• Excellent communication skills, both oral and written and oral and written; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
• Must successfully complete all appropriate background checks as required
• Skill in designing classroom environments.
• Experience supervising University students.
• Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
• Experience with the Project Approach to Curriculum Development.
• Experience with documentation and making learning visible for parents, children, and teachers.
• Experience using media and technology in the classroom.
• Knowledge of and experience with the principles of Anti-Bias Education.

BASIC REQUIREMENTS:

• Bachelor’s degree in Early Childhood Education and/or related field OR a Bachelor’s Degree in an unrelated field and EEC Lead Teacher Qualification.
• Minimum of one (1) year teaching experience with children who have a wide range of individual differences, including special needs.
• Excellent communication skills, both oral and written and oral and written; excellent classroom management and organizational skills; proven competence in behavior management; knowledge of and experience implementing developmentally appropriate curriculum for young children; flexible in approach to working with children, families and colleagues.
• Must successfully complete all appropriate background checks as required

PREFERRED QUALIFICATIONS:

• Skill in designing classroom environments.
• Experience supervising University students.
• Knowledge of and experience with the ideas of Reggio Emilia Schools, Italy.
• Experience with the Project Approach to Curriculum Development.
• Experience with documentation and making learning visible for parents, children, and teachers.
• Experience using media and technology in the classroom.
• Knowledge of and experience with the principles of Anti-Bias Education.

SPECIAL WORK SCHEDULE REQUIREMENTS:

Attendance at monthly evening staff meetings, monthly evening parent meetings, twice-yearly individual parent conferences, child study meetings, and SPED meetings – many of which are after shift hours; flexibility in shift hours (8-3, 8:30-3:30, or 10:30-5:30) and the ability to work extended hours when necessary to meet the requirements of the position.

Tufts University is an AA/EO employer and actively seeks candidates from diverse backgrounds.
Apply Here: http://www.Click2apply.net/6rcstwf

Human Resources
Tufts University
none@no.com
Somerville, Massachusetts, United States, 02144

 

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 Special Education Teacher

Alexandria and Fredericksburg, VA

Job Category: 12 month, Full-time Contract

 Description

Employee’s duties include, but are not limited to:

• Develop and implement Individualized Education Plan (IEP) based on results of psycho-educational and other assessments, including implementing strategies developed by speech, occupational, physical therapists, or other IEP mandated service providers
• Develop lesson plans on a weekly and monthly basis for each student based on their IEP goals/objectives and in keeping with state requirements (i.e., Standards of Learning/Alternate Assessment)
• Included with the plans will be a list of materials (i.e., books, manipulative, puzzles, etc.) needed for each lesson
• Turn in monthly lesson/program plans to the Educational Supervisor on the first of the month. The lesson plans should also demonstrate how each student’s IEP objectives are linked to the activity and Standards of Learning and/or Aligned SOLs.
• Ensure that all materials are available at time of lesson in accordance with lesson plans and plans are disseminated to appropriate staff
• Carry out behavioral strategies, including crisis intervention in keeping with APTS policies and procedures and regulations governing private special education day schools
• Process with staff daily to ensure awareness of schedule and instructional activities
• Administer Standards of Learning and other diagnostic testing as appropriate for level of training and student need
• Conduct alternate assessments for students requiring them
• Coordinate and attend IEP and IDT meetings, parent/teacher conferences, and meetings with other professionals, as appropriate and/or required
• Write quarterly progress reports which include graphs for each student’s progress
• Collect data based on each student’s functional assessment and IEP
• Provide input in the development of each student’s Behavior Intervention Plan
• Bachelor’s Degree required, Master’s Degree preferred or 30 credits accrued towards Master’s degree in education or a related field from an accredited university
• Collegiate level or Post-Graduate level preferred. Provisional required.
• Must Possess a Virginia teaching certificate with a Special Education endorsement. In lieu of a complete endorsement, a conditional license may be granted if the teacher is actively working towards completing the endorsement.

Requirements

• Bachelor’s Degree required, Master’s Degree preferred or 30 credits accrued towards Master’s degree in education or a related field from an accredited university
• Collegiate level or Post-Graduate level preferred. Provisional required.
• Must Possess a Virginia teaching certificate with a Special Education endorsement. In lieu of a complete endorsement, a conditional license may be granted if the teacher is actively working towards completing the endorsement.

Physical Requirements

While performing the duties of this job, the employee is regularly required to walk; stand; sit; run; use hand-to-finger, handle or feel objects, tool and student supplies; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; see, talk, and hear. The employee must be able to provide physical crisis management and will occasionally lift and/or move 50 pounds or more with or without assistance.

Salary/Benefits

APTS offers a competitive salary. APTS offers medical/dental health benefits, as well as additional incentives for our employees.

We are proud to be an EEO employer M/F/D/V. We maintain a safe and drug-free workplace and require a pre-employment background screening.

Ask about our free or discounted gym membership as well!!!

Contact

Chelsea Alves
Human Resources
703.766.8708 x112
703.504.2893 fax
calves@aptsprograms.org

 

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Master Educator

District of Columbia Public Schools

Job Category: Master Teacher

Position Overview

We are looking for highly motivated and skilled talent to join our team at the District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.

The DCPS Office of Human Capital establishes and implements the strategic priorities for the recruitment, selection, evaluation, development, and retention of outstanding employees across DCPS, including school-based leaders, educators and administrators, and central office staff members. The Office of Human Capital consists of four divisions focused on Principal Effectiveness, Teacher Effectiveness, Central Office Effectiveness, and Human Resources.

The Division of Teacher Effectiveness works to ensure that a highly effective teacher is in every DCPS classroom. Comprised of two teams – Teacher Effectiveness Strategy and IMPACT – this division is on the cutting edge of the national education policy landscape, looking at teacher and school-based staff quality across our schools.

As part of the IMPACT team, Master Educators work to operationalize the IMPACT performance assessment system by evaluating the instructional performance of teachers in the district. Master Educators have three primary responsibilities: 1) to serve as impartial, third-party evaluators of teacher performance, 2) to provide teachers with targeted, content-specific feedback and resources and 3) to provide instructional capacity to support DCPS reform initiatives.

DCPS is currently hiring for master educators for the 2013-2014 school year in the following content areas:

• Dual Languages/Bilingual Education
• Early Childhood Education
• Elementary (Grades 1-6)
• English as a Second Language
• Secondary Math
• Secondary Social Studies
• Special Education
• World Languages

Responsibilities

Specific responsibilities of the master educator role include, but are not limited to the following:

TEACHER OBSERVATIONS

• Evaluating teacher practice through classroom observations. Each master educator will complete approximately 100 30-minute observations per observation cycle (2 observation cycles per academic year).
• Maintaining detailed observational records, thoroughly documenting and rating evidence from each observation.
• Writing detailed reports to accompany each observation. Reports will include explanations of the teacher’s ratings, evidence, and suggestions for growth.
• Conducting one-on-one post-observation conferences with all observed teachers which allow opportunity to dialogue about specific areas of development.
• Providing targeted professional development to teachers by providing clear and direct feedback, leading content-specific professional development workshops, and connecting teachers with professional development resources.
• Collaborating with other DCPS departments to further support implementation of the DCPS academic plan, including curricular and professional development design.
• Collaborating with other members of the Teacher Effectiveness team to reach programmatic goals, including school outreach and master educator recruitment and selection efforts.
• Attending meetings and on-going trainings as required.
• Performing other duties as assigned.
• At least 5 years of teaching experience in a low-income school;
• Documented evidence of success raising student achievement in a low-income school;
• Exceptional writing and oral communication skills;
• The ability to work effectively with others at all levels of an organization and to consistently display a high level of professionalism in all interactions;
• An ability to critically assess challenges and identify appropriate solutions;
• Strong organizational skills, including keen attention to detail and the ability to adhere to strict deadlines;
• Excellent time-management and a willingness to work non-standard hours;
• Ability to work in ambiguous situations, while maintaining a sense of possibility;
• Previous experience developing and providing support and training to other educators (preferred);
• Knowledge of adult learner theory (preferred);
• Comfort working with Microsoft Office suite (preferred).

INSTRUCTIONAL CAPACITY

• Providing targeted professional development to teachers by providing clear and direct feedback, leading content-specific professional development workshops, and connecting teachers with professional development resources.
• Collaborating with other DCPS departments to further support implementation of the DCPS academic plan, including curricular and professional development design.
• Collaborating with other members of the Teacher Effectiveness team to reach programmatic goals, including school outreach and master educator recruitment and selection efforts.
• Attending meetings and on-going trainings as required.
• Performing other duties as assigned.

Qualifications

• At least 5 years of teaching experience in a low-income school;
• Documented evidence of success raising student achievement in a low-income school;
• Exceptional writing and oral communication skills;
• The ability to work effectively with others at all levels of an organization and to consistently display a high level of professionalism in all interactions;
• An ability to critically assess challenges and identify appropriate solutions;
• Strong organizational skills, including keen attention to detail and the ability to adhere to strict deadlines;
• Excellent time-management and a willingness to work non-standard hours;
• Ability to work in ambiguous situations, while maintaining a sense of possibility;
• Previous experience developing and providing support and training to other educators (preferred);
• Knowledge of adult learner theory (preferred);
• Comfort working with Microsoft Office suite (preferred).

Compensation/Other Information

The Master Educator is a DCPS employee who primarily works in the field, conducting observations of, and conferencing with, teachers across the District of Columbia Public Schools system. The position therefore requires significant travel within the city. Master Educators will also work as 12-month employees of DC Public Schools.

The starting salary for the Master Educator role is $90,000. In addition, Master Educators receive a comprehensive benefits package through the Council of School Officers union, which includes health, dental, and vision benefits.

How to Apply

In order to submit your application, please visit our website –http://dcps.force.com. Only applications received online will be considered for the position.

Questions

If you have any questions, please email us at mastereducator.recruitment@dc.gov.

 

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Special Education Teacher

Washington, DC

Job Category: School Year 2013-14

Our students need your expertise, passion and leadership.

We are looking for highly motivated and skilled talent to join our team at the District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming and improving educational outcomes for our students.

DCPS has a significant special education population across over more than 100 schools, and we aim to be recognized as a leader in urban special education. We are determined to do whatever it takes to ensure that students with disabilities become successful adults.

As part of a comprehensive reform effort to become the best urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation whose work drives significant achievement gains for DCPS students.

Responsibilities

• Develop and implement curricula to meet academic standards for students with special needs
• Develop, review, and revise Individual Education Programs (IEPs) for students with special needs when necessary
• Meet with IEP Teams at least once a year to discuss student progress and IEP revisions
• Thoughtfully plan daily lessons and implement specific strategies to meet the needs of all students
• Work across a grade-team or content area with general education teachers to meet the needs of all students
• Be accountable for students’ academic growth and increase each individual student’s achievement
• Design and implement assessments that measure progress towards academic standards and diagnose areas of student misunderstanding
• Use assessment data to refine curriculum and inform instructional practices
• Create a positive, achievement-oriented learning environment
• Reflect on successes and areas of growth as a teacher, seek to improve performance, and respond to feedback
• Participate in collaborative curriculum development, grade-level activities, and school-wide functions
• Invest parents and families in their children’s academic success through regular communication
• Perform other related duties as assigned
• Bachelor’s degree
• Possesses or is eligible for a valid District of Columbia Teaching License in Special Education (for more information on DC Teacher Licensure, please visit the website of the Office of the State Superintendent of Education at http://osse.dc.gov/service/teacher-licensure)
• Experience working with students with learning and emotional disabilities
• Successful completion of Praxis I and II exams (unless holding a standard teaching license)
• Meets Highly Qualified status as defined by the NCLB mandates
• Strong instructional skills and classroom management
• Ability to self-reflect on teaching practices and be responsive to feedback
• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the mastery of instruction based on student performance, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
• Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

Qualifications

• Bachelor’s degree
• Possesses or is eligible for a valid District of Columbia Teaching License in Special Education (for more information on DC Teacher Licensure, please visit the website of the Office of the State Superintendent of Education at http://osse.dc.gov/service/teacher-licensure)
• Experience working with students with learning and emotional disabilities
• Successful completion of Praxis I and II exams (unless holding a standard teaching license)
• Meets Highly Qualified status as defined by the NCLB mandates
• Strong instructional skills and classroom management
• Ability to self-reflect on teaching practices and be responsive to feedback

Personal Qualities of Top Candidates

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the mastery of instruction based on student performance, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
• Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

How to apply

To apply, visit our website at www.joindcpublicschools.com, and complete our online application.

Questions

If you have any questions, please email us at dcpscareers@dc.gov, or call us at (202) 299-2145.

View or Download a brochure about this position – Click here

 

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Special Education Teacher

Philadelphia, PA

Job Category: Full Time

Position Summary:

The Special Education Teacher shows an unwavering commitment to improving the knowledge, skills, and lives of students with disabilities. Special Education Teachers ensure that students meet academic success in their classrooms as measured by achievement on Individualized Education Program (IEP) goals, student grades, and the PSSA. Mastery is looking for teachers who are committed to outrageously high expectations and high support for students.

Duties and Responsibilities:

• Driving student achievement for students with disabilities
• Responding to progress monitoring results and student assessment data
• Establishing a positive, structured, achievement-focused classroom
• Providing support to students, parents, and general education staff and supporting student learning
• Mentoring and coaching students on self-regulation and organizational skills
• Developing effective IEPs that translate into measurable results for students
• Providing leadership as a member of the Special Education team
• Strong knowledge of instructional strategies for students with disabilities
• Familiarity with the social-emotional needs of students
• Receptiveness to feedback and a desire to continuously improve
• A strong sense of personal accountability for student achievement
• A belief that all students should be held to high academic standard
• Ability to adjust instructional strategies in order to reach year-end goals
• Bachelor’s degree required; Master’s degree preferred
• Must have or be working towards certification in special education
• Experience working with special education population in an urban classroom setting
• Documented experience using data-driven instruction to achieve significant student gains

Qualifications:

• Strong knowledge of instructional strategies for students with disabilities
• Familiarity with the social-emotional needs of students
• Receptiveness to feedback and a desire to continuously improve
• A strong sense of personal accountability for student achievement
• A belief that all students should be held to high academic standard
• Ability to adjust instructional strategies in order to reach year-end goals

Education and Experience:

To apply for a position with Mastery Charter Schools, please visit the ‘Careers’ section of the Mastery website (www.masterycharter.org) to submit an application. Please note that only application materials which are submitted online will be reviewed.

 

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To learn more click on the image above or – Click here

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Funding Forecast and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2013

http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2014 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2013

http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2014 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

FY 2013 Discretionary Grant Application Packages

http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

FY 2013 Discretionary Grant Application Packages

http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open. 

 

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Acknowledgements

Portions of this month’s NASET Special Educator e-Journal were excerpted from:

• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• National Center on Secondary Education and Transition, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at http://www.ncset.org/enews. NCSET is funded by the U.S. Department of Education, Office of Special Education Programs.
• National Collaborative on Workforce and Disability for Youth
• National Dissemination Center for Children with Disabilities
• National Institute of Health
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education
• U.S. Department of Health and Human Services

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASETSpecial Educator e-Journal.

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Download a PDF or XPS Version of This e-Journal

To Download a PDF file for this issue of the Special Educator e-Journal – CLICK HERE

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