Position: Teacher-Special Education (Connections)
Department: Special Education
Location: Watertown Middle School
Reports to: Principal
Affiliation: WEA Unit A
Salary range: As determined by Unit A Salary Schedule
This position is eligible for Town benefits.

SUMMARY:

Watertown Middle School seeks an exceptional Special Education Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. Watertown Middle School is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Essential Duties and Responsibilities:

• Provide instruction in a substantially separate program working primarily with students with autism Implement instructional support and strategies based on student learning goals and individualized educational plans
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners’ needs through structured routines, and positive behavioral interventions.
• Collaborate with grade-level teams to ensure the successful inclusion of students in the general education classroom
• Establish classroom structure that values relationships between child to child, child to curriculum, teacher to child, teacher to families and communities, and classrooms to schools through the intentional implementation of appropriate curriculum. Plan and provide high-quality content instruction to students with disabilities that is modified to their instructional level according to their IEPs.
• Monitor and evaluate students’ academic, social, and behavioral progress and record student growth and outcomes
• Design and carry out developmentally appropriate, motivating curriculum/programming as required by Common Core/ MA Curriculum Frameworks and in accordance with each student’s IEP
• Adapt teaching methods and instructional materials to meet students’ varying needs
• Create an environment that is positive for student learning and involvement
• Maintain appropriate standards of behavior, mutual respect and safety
• Collect, analyze and maintain academic data on all students; and other data if/ as required (social/ behavioral)
• Maintain effective communication with administrators, parents, counselors, and related service providers
• Serve as a liaison for a caseload of students; to include formal and informal testing as part of the special education evaluation cycle; writing assessment reports to present at IEP Team meetings; writing the IEP; and writing quarterly progress reports on IEP goals and objectives
• Provide consultation to general education teachers regarding individual students’ needs, goals, and learning style
• Stay current in MCAS requirements for students with disabilities, including preparation of MCAS-Alt portfolios and state and federal guidelines regarding how students with disabilities should participate in testing
• Provide direct oversight of all Instructional Assistants assigned to the program either as classroom assistants or student-specific assistants recommended by IEP Team

QUALIFICATIONS - REQUIRED

1. Education: Hold a bachelor’s degree.
2. Massachusetts Teacher Certification/Licensure
3. SEI Endorsement
4. Have at least two years of teaching experience.
5. Ability to communicate clearly and effectively, both orally and in writing, to children and adults

QUALIFICATIONS-PREFERRED

1. Master’s Degree in Education
2. Dual certification in Moderate or Severe Disabilities, 5-12
3. Familiarity with the knowledge of MTSS framework and progress monitoring
4. Knowledge of the following curricular components is also highly recommended: Eureka Math 2, Wilson Fundations, i-Ready Diagnostic, and Responsive Classroom.

• Provide instruction in a substantially separate program working primarily with students with autism Implement instructional support and strategies based on student learning goals and individualized educational plans
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners’ needs through structured routines, and positive behavioral interventions.
• Collaborate with grade-level teams to ensure the successful inclusion of students in the general education classroom
• Establish classroom structure that values relationships between child to child, child to curriculum, teacher to child, teacher to families and communities, and classrooms to schools through the intentional implementation of appropriate curriculum. Plan and provide high-quality content instruction to students with disabilities that is modified to their instructional level according to their IEPs.
• Monitor and evaluate students’ academic, social, and behavioral progress and record student growth and outcomes
• Design and carry out developmentally appropriate, motivating curriculum/programming as required by Common Core/ MA Curriculum Frameworks and in accordance with each student’s IEP
• Adapt teaching methods and instructional materials to meet students’ varying needs
• Create an environment that is positive for student learning and involvement
• Maintain appropriate standards of behavior, mutual respect and safety
• Collect, analyze and maintain academic data on all students; and other data if/ as required (social/ behavioral)
• Maintain effective communication with administrators, parents, counselors, and related service providers
• Serve as a liaison for a caseload of students; to include formal and informal testing as part of the special education evaluation cycle; writing assessment reports to present at IEP Team meetings; writing the IEP; and writing quarterly progress reports on IEP goals and objectives
• Provide consultation to general education teachers regarding individual students’ needs, goals, and learning style
• Stay current in MCAS requirements for students with disabilities, including preparation of MCAS-Alt portfolios and state and federal guidelines regarding how students with disabilities should participate in testing
• Provide direct oversight of all Instructional Assistants assigned to the program either as classroom assistants or student-specific assistants recommended by IEP Tea