Teacher, SpEd (ELA) - HS at Chavez Schools

Washington, District of Columbia, United States -

Full Time

Start Date

Immediate

Expiry Date

07 Apr, 26

Salary

80000.0

Posted On

07 Jan, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Special Education, IEP Development, Instructional Support, Behavior Management, Co-Teaching Models, Curriculum Development, Student Engagement, Data Analysis, Communication Skills, Problem Solving, Transition Services, Vocational Training, Home Instruction, Compliance, Differentiated Instruction, Assessment

Industry

Education Management

Description

Job Details Job Location: Cesar Chavez Public Charter School - Washington, DC 20019 Salary Range: $60,000.00 - $80,000.00 Salary JOB TITLE: Teacher, Special Education DEPARTMENT: Special Education FLSA STATUS: Exempt, School Year, Full Time REPORTS TO: Director of Student Supports/AP of Specialized Instruction SUPERVISORY: No COMPENSATION: Salary will range between steps 1-10 on the Chavez Teacher Pay Scale (based on years of experience) POSITION SUMMARY: The Special Education Teacher at Chavez is responsible for developing and providing IDEA-mandated modifications and accommodations to ensure students with disabilities receive a free and appropriate public education. Under the direction of the school principal and special education coordinator, the Special Education Teacher delivers direct instruction, instructional support, and case management while collaborating with general education teachers. This educator plays a key role in monitoring student outcomes, developing Individualized Education Programs (IEPs), facilitating transition services, and supporting students receiving home and hospital instruction. Additionally, the Special Education Teacher actively engages in curriculum development and school-wide collaboration to align instruction with Chavez’s mission and goals. KEY RESPONSIBILITIES: 1. Classroom Instruction & Student Engagement (50%) Provide direct instruction and instructional support to students with disabilities in both inclusion and specialized settings. Implement and monitor classroom behavior and academic expectations, maintaining regular communication with parents. Develop, distribute, and maintain IEP snapshots for all scholars with disabilities. Adhere to Chavez’s Inclusion Model of Instruction, utilizing various co-teaching models, including lead and support, station teaching, parallel teaching, alternative teaching, and team teaching, as well as pull-out and resource support. Administer and interpret both informal and classroom-based assessments to make instructional decisions that improve student outcomes. Collect data on student performance to track progress and adjust instruction accordingly. Select and adapt materials to help students with disabilities access the general education curriculum. Provide additional instruction and support outside of content areas to address student needs and achieve school-wide goals. Plan curriculum and create lesson plans tailored to diverse student needs. 2. Case Management & IEP Responsibilities (25%) Serve as a liaison between school staff, administration, and the special education supervisor to ensure compliance with IDEA regulations and best practices. Provide proof of modified instruction, including accommodations, modifications, and resource room support, as mandated by students' IEPs. Maintain student work sample portfolios that align with IEP goals and objectives. Monitor and document student progress on IEP goals through regular parent communication, with a minimum of four documented correspondences per year. Write IEP report cards and submit them to the special education coordinator each quarter. Prepare Present Levels of Performance (PLOP) and review student evaluation data (psychological, clinical, educational, etc.) prior to Multidisciplinary Team (MDT) and IEP meetings. Construct academic goals and enter them into the mandated Special Education Information System. Facilitate and actively participate in IEP meetings, presenting data and observations relevant to student progress. 3. Curriculum Development & School-Wide Collaboration (10%) Engage in consistent reflection and review of special education curriculum and programs to align with Chavez’s annual goals and mission. Analyze classroom data and student work to drive continuous improvement and celebrate student growth. Attend all required staff meetings, professional development sessions, and team meetings, contributing to Chavez Schools’ vision for teaching excellence. Participate in collaborative curriculum development, ensuring that instruction supports the evolving needs of students and complies with IDEA standards. Support the school’s enrollment and reenrollment efforts, including participation in recruitment, family engagement, and school events. 4. Transition & Vocational Support (5%) Conduct transition assessments to support students in post-secondary planning, workforce preparation, and vocational training. Serve as a SPED Transition Coordinator, assisting middle and high school students in identifying career and vocational opportunities. Oversee internship fellowships for students, ensuring meaningful pre-vocational experiences. Teach pre-vocational courses that prepare students for employment, resume writing, and job applications. Create informational documents for parents regarding transition services, Medicaid waivers, and vocational rehabilitation programs. Assist families in applying for Medicaid Waivers and support them in navigating the process. Organize transition fairs and presentations to connect families with adult service providers and employment resources. 5. Home & Hospital Instruction (5%) Serve as the Home & Hospital Instruction Teacher for students who cannot attend school due to medical conditions. Develop a temporary instructional plan for homebound students to ensure continued academic progress. Coordinate with classroom teachers to gather appropriate materials, assignments, and assessments. Implement and monitor IEPs for homebound students, adapting instruction to meet their unique needs. Maintain regular communication with parents to schedule instruction at appropriate times and locations. Ensure completed work and assessments are delivered back to teachers for grading and recording. Participate in progress meetings with parents, guidance staff, and teachers to evaluate homebound student achievement and reintegration plans. 6. Professional Development & Compliance (5%) Stay current on special education legislation, policies, and best practices. Attend required workshops and professional development sessions focused on IDEA compliance, inclusion strategies, differentiated instruction, and curriculum adaptations. Engage in professional learning communities (PLCs) and collaborate with staff to enhance instruction and student outcomes. Work with school leadership and the Special Education Information System to ensure compliance with special education documentation and reporting requirements. Perform additional duties as assigned. Qualifications QUALIFICATIONS & SKILLS REQUIRED: Bachelor’s degree in Special Education, Education, or a related field (Master’s degree preferred). Three years of special education teaching experience with demonstrated success in student growth and achievement (preferred). Highly Qualified designation as defined by IDEA, with valid Special Education certification. Mastery of special education content, IEP development, and compliance with IDEA regulations. Experience working with diverse learners, including students with learning disabilities, autism spectrum disorder, emotional disabilities, and physical impairments. Strong instructional skills and knowledge of inclusive teaching strategies, differentiated instruction, and behavior management. Experience with co-teaching models, collaboration with general education teachers, and providing accommodations/modifications. Demonstrated success in using assessment data to drive instruction and measure student progress. Strong written and verbal communication skills. Ability to problem-solve, advocate for students, and support families through transition services. Completion of the Praxis II Exam (or equivalent state certification exam) or possession of a degree in special education. Preferred Qualifications: Master’s degree in Special Education, Education, or a related field. Experience as a Transition Coordinator or Home & Hospital Instructor. Knowledge of vocational and workforce development programs for students with disabilities. Understanding of Medicaid Waiver programs and family support services. Undergraduate GPA of 3.0 or above. Evidence of ongoing professional development and continuing education in special education CHAVEZ EMPLOYER DISCLAIMER: At Chavez, we are committed to fostering growth and creating meaningful opportunities for both students and staff. We highly value emergent leadership, recognizing and encouraging individuals who take initiative, demonstrate adaptability, and contribute to the success of our organization beyond their defined roles. As we continue to expand, all positions are subject to evolving roles and responsibilities throughout the current employment term. Our compensation structure is designed to reward the fulfillment of core responsibilities within each role, and additional tasks and duties that arise beyond these core expectations are considered part of the regular scope of employment. Compensation adjustments related to any role changes or expansions will be evaluated exclusively at the conclusion of the employment term, in alignment with our commitment to growth and development. This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice. ADA SPECIFICATIONS: This position will be based at one of Chavez Schools’ campus locations. While performing the duties of this job, the employee is regularly required to move about the building. In addition, travel between Chavez campuses or to other sites will be required, frequency to depend on the needs of the school and position. The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job. This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. AAP/EEO Statement: Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools’ employees to perform their job duties may result in discipline up to and including discharge.

Responsibilities

The Special Education Teacher is responsible for providing IDEA-mandated modifications and accommodations to support students with disabilities. This includes delivering direct instruction, managing IEPs, and collaborating with general education teachers.