<p>Anticipated Opening - Webster Extension (Pre-School) Integrated Learning Program Pre-School/PreKindergarten Teacher</p> <p>The Integrated Learning Program (ILP) Pre-School/PreKindergarten Teacher is a special education teacher responsible for the programming and implementation of Individualized Education Program services for students with various diagnoses in a small group setting (substantially separate). The ILP Teacher will work collaboratively with ancillary service providers and paraprofessionals to improve the performance of students using evidence-based practices. Primary responsibilities shall include student safety, appropriate collaboration, and attention to each student's readiness to learn.</p> <p>Required Education/Experience:</p> <ul> <li>Bachelor's Degree in Education, Special Education, or Early Childhood Education </li><li>Massachusetts Teaching Licensure in PreK-8 Moderate Special Needs or Severe Special Needs </li><li>SEI Endorsement </li></ul> <p>Preferred Education/Experience:</p> <ul> <li>Master's Degree in Early Childhood Education or Special Education </li><li>3 or more years of teaching experience working with students with Autism and/or developmental disabilities. </li><li>Experience in applying the principles of Applied Behavior Analysis </li><li>Dual Licensure in Special Education and English as a Second Language </li><li>Experience working in an urban public school setting </li><li>Coursework in literacy instruction and/or Applied Linguistics </li><li>Experience working with students with disabilities and multilingual learners preferred. </li><li>Proficiency in reading, writing, and speaking in another language in addition to English. </li></ul> <p>Essential Duties:</p> <ul> <li>Create a safe and respectful learning environment with clear and consistent schedules and routines. </li><li>Daily application of the basic principles of ABA. </li><li>Plan and facilitate lessons aligned with Massachusetts Curriculum Frameworks for Math, ELA, Social Studies, and Science and district-provided curriculums. </li><li>Manage classroom behavior with Positive Behavior Intervention Strategies that motivate students, limit disruptions, and create a sense of belonging. </li><li>Incorporate social-emotional learning standards and curriculum that promote a sense of belonging, inclusion, self-confidence, team-building, and informed decision-making. </li><li>Utilize inclusive practices and SEI strategies for multilingual learners. </li><li>Using evidence-based, culturally and linguistically sustaining instructional practices to provide equitable opportunities for grade-level learning. </li><li>Incorporate language activities that align with the WIDA Standards into content instruction, including listening, speaking, reading, and writing, to meet the needs of multilingual learners. </li><li>Collaborate with general education teachers and other special education teachers. </li><li>Support students in accessing the inclusion setting and promote school-wide respect of differences and inclusion. </li><li>Follow individual behavior support plans, collect behavior data, and consult regarding the effectiveness of interventions. </li><li>Implement de-escalation procedures and respectfully respond to challenging behaviors, preserving students' dignity. </li><li>Provide social modeling, scripts, and social skills instruction </li><li>Provide coaching and support with the introduction of play skills </li><li>Support students in toilet training routines </li><li>Supervise daily activities of paraprofessionals assigned to the classroom </li><li>Collaborate with ancillary service providers (i.e. SLP, OT, PT, BCBA) to provide a whole-child approach to learning </li><li>Support students in increasing communication skills, including the use of visuals, AAC devices, PECS, etc. </li><li>Implement IEP accommodations, collect data on IEP goals, and report out on progress in all areas, including academics, behavior, and social skills as required by the Massachusetts Department of Elementary and Secondary Education for students receiving Special Education services. </li><li>Participate in Team meetings, report out on student progress in family-friendly language, and propose new programming accommodations as needed. </li><li>Evaluate students as necessary according to their IEP timeline. </li><li>Communicate with students' families regularly using culturally responsive strategies that promote two-way conversations. </li><li>Participation in de-escalation and physical management training as the district offers when appropriate. </li><li>Employ a strong growth mindset and participate in professional development relevant to urban education's challenges to close opportunity gaps. </li><li>Collaborate with school adjustment and guidance counselors to support students' social, emotional, and mental health needs. </li><li>Contribute to school-wide initiatives and events, as assigned by the school Principal and/or School Leader. </li></ul> <p>Salary:</p> <p>Based on the Everett Teachers Association CBA</p> <p>Everett Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.</p>