Language Based Classroom Special Education Teacher - Hoover

Title: Language Based Classroom Special Education Teacher - Hoover Salary: $62,847.97 - $118,336.00 In acordance with the Melrose Public Schools Unit A salary Schedule. Qualifications:

• Master's Degree in Special Education, additional training and/or licensure in reading preferred.
• Knowledge of current Massachusetts Frameworks expectations for Reading and Writing across the curriculum
• Deep understanding of scientifically based reading research and evidence-based practices for teaching K-12 in literacy and math. Knowledge of best practices for assessing student progress toward achievement of standard
• A minimum of 3 years of successful teaching experience
• Excellent communication skills
• Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check
• Must be SEI endorsed
• Reports to: Building Principal and Educational Team Facilitator

Work Year: In accordance with the Melrose Education Association's contract Salary/Benefits: In accordance with the Melrose Education Association's contract

• Must be knowledgeable and able to implement current reading interventions such as: Lindamood-Bell, Orton-Gillingham, or Wilson Reading
• Demonstrated ability to write clear and targeted Individual Education Plans
• Demonstrated ability to conduct comprehensive academic evaluations and present findings in a well written, clear and concise manner
• Able to develop and maintain systems to monitoring overall student progress and specific progress toward achieving goals
• Knowledge of Aspen student data management system helpful but not required
• Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students'' level of content knowledge
• Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught
• Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom
• Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms
• Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges
• Delivers effective instruction
• Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids
• Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others)
• Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
• Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel
• Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance
• Meets professional responsibilities as identified by teacher contract and supervisors.
• Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
• Collaborates with colleagues to improve instruction, assessment, and student achievement
• Works actively to involve parents in their child''s academic activities and performance, and communicates clearly with them
• Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.