Job Description

The vision of each of the Fitchburg Public Schools is to provide learning experiences that engage all students in achieving high academic standards while developing intellectual rigor, creative interest, and social characteristics that prepare them for the challenges of living successfully and productively as citizens of this new century.

The Special Education Teacher-Learning Perspectives Program is responsible for delivering a high-quality instructional experience consistent with the curriculum standards of the school district.

The Learning Perspectives Program is a substantially separate program for students diagnosed with Emotional Impairment. The Learning Perspectives Program is designed to provide services for a small group of students who have a wide range of developmental needs across multiple grade levels.

Essential duties for all faculty members include classroom instruction; conferences with students, parents, and colleagues; and active participation in the work of the department on curriculum development, activities, and pedagogy.

Qualifications:

• Bachelor's Degree from an accredited college or university; Master’s Degree preferred
• Massachusetts Department of Elementary and Secondary license in:
  • Teacher of Students with Severe Disabilities, ALL levels
  • SEI Endorsement
  • Autism Endorsement -preferred
• Knowledge of current education legislation/regulations
• Ability to work effectively with teachers, support staff, and parents and advocate for children to effectively problem-solve
• Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders
• Belief in the commitment to increasing personal growth, both academic and social-emotional, to obtain the highest level of achievement for every student.
• Belief in the commitment to the promotion of equity and appreciation of diversity to ensure equitable opportunities for student learning, including, the implementation of specific strategies for students with special needs, 504 plans, and/or English learners (EL).

Essential Duties & Responsibilities:

The Special Education Teacher-Guided Learning Program will:

• Provide instruction of grade level core instructional materials modified to each student's instructional level in alignment with the Massachusetts Curriculum Frameworks and supplemental instruction by the Massachusetts Curriculum Resource Guide and each student's individualized education plan (IEP);
• Develop reasonable rules of classroom behavior and procedures, maintaining order in the classroom in a fair and just manner. Monitor and supervise students, through effective classroom management and follow school-level tiered supports for social/emotional learning;
• Implement individualized student reinforcement and behavioral plan as developed in alignment with the professional team;
• Collect data to support student behavior, emotional responses, and academic progress;
• Support and embed emotional regulation strategies throughout the school day;
• May coordinate with related service providers (OT, SLP, PT, and BCBA) to integrate all aspects of the related services recommendations into the individualized student plans;
• Coordinate with home service providers or agencies;
• Provide regular daily communication with paraprofessionals about instructional plans, schedules, and expectations for student support;
• Participate in professional meetings that assist in identifying best practices and continued growth for academic social/emotional and daily living skills;
• Create opportunities for students to practice developmentally appropriate daily living activities to promote independence;
• Communicate classroom supports and needs such as curriculum and supply needs to school and district-level special education leadership;
• Develop Alternative MCAS Assessment as dictated by student IEP;
• Write student IEP progress reports and goals;
• Administer formal and informal assessments as required;
• Differentiate instruction and provide appropriate opportunities for learning using the response to intervention (RTI) framework;
• Meet and instruct assigned students in the locations and at the time designated
• Guide the learning process toward the achievement of curriculum standards and establish clear objectives that reflect these standards for all lessons, units, and projects;
• Implement the district's mission, philosophy of education, and instructional standards and objectives;
• Document the progress and/or concerns of students and seek the assistance of additional district specialists as required;
• Monitor and supervise students, through effective classroom management;
• Promote high standards and expectations for student achievement;
• Use innovative approaches, and instructional strategies including the effective use of technologies, to increase student learning and confidence to learn;
• Follow professional practices consistent with the district's policies in working with students, parents, and colleagues;
• Attend and participate in faculty meetings and other assigned meetings and activities according to school policy;
• Maintain and improve professional competence through attendance at professional development events, and by self-generated activities that meet district expectations and the requirements for recertification;
• Write student IEP progress reports and goals;
• Differentiate instruction and provide appropriate opportunities for learning;
• Assist administration in implementing all policies and rules governing student life and conduct and, for the classroom, develop reasonable rules of classroom behavior and procedure, maintaining order in the classroom in a fair and just manner;
• Strive to maintain and improve professional competence especially as relates to the specific assignment and student grade and subject area appropriateness;
• Establish and maintain open lines of communication with students, colleagues, and parents concerning both the broad academic and behavioral progress of assigned students;
• Promote equity and appreciation of diversity to ensure equitable opportunities for student learning, including, implementing specific strategies for students with special needs, with 504 plans and/or English learners (EL);
• Perform other duties that may be assigned by the building principal/assistant principal

The responsibilities and duties listed are illustrations of the various types of work performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned as required.

Reports to: Principal/SPSA

Evaluated by: Principal/SPSA

Terms of Employment/Salary/Work Year:

As negotiated by the Fitchburg School Committee and the Fitchburg Education Association (FEA).

Competitive and comprehensive health benefits are offered through the City of Fitchburg;

An offer of employment is contingent upon the successful completion of NCBC (fingerprinting) and CORI prior to your start of employment.

Notice of Non-Discrimination
The School Committee’s policy of nondiscrimination extends to students, employees, and the general public with whom it does business. Fitchburg Public Schools does not discriminate on the basis of race, color, religion, creed, national origin, gender, sexual orientation, gender identity, age, or disability in admission to, access to, employment in, or equal treatment in its programs and/or activities in compliance with state and federal law.
Questions related to this policy must be addressed to: The Office of Human Resources, 376 South Street, Fitchburg, MA 01420, HR@Fitchburg.k12.ma.us

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