Young Education Professionals-DC & DCAB-L

oung Education Professionals is a DC-based non-profit created by and for young professionals that connects tomorrow’s education leaders through relationship-building, knowledge development, career and professional development, and community engagement .DCAB-L supports the Washington DC/Baltimore area bluegrass community by providing a forum for its denizens.Disruptive, potentially illegal, or commercial non-bluegrass posts, are not tolerated and consitute grounds for expulsion

Thursday, 28 February 2013

[YEP-DC] JOB POSTING: Special Education Teacher- Center City Public Charter Schools

enter City PCS is actively seeking Special Education Teachers for the 2013-14 school year. A Center City PCS is the primary educator responsible for ensuring that students with Individual Education Plans (IEPs) receive appropriate and consistent instruction and services as prescribed by their IEP. Specialists participate in weekly meetings facilitated by the Dean of Special Education, develop a schedule to the needs of all of the special education students, collaborate with general education teachers, and provide appropriate instruction toward student needs and IEP hours.

Additionally, Special Education Teachers monitor progress and conduct meetings with teachers (weekly) and with parents (regularly) to ensure all students gain the skills and knowledge necessary to advance. Special Education Teachers work closely with the principal, leadership team, and teachers and embrace the Center City PCS philosophy that special education is not a destination, but a stepping stone. In addition to the faculty member expectations described below, there may be additional responsibilities required as scholar needs arise.

Center City PCS Special Education Teacher is expected to work with school staff to help create an environment that is rich with high expectations and rigor combining specific and constant reinforcement of scholar work and effort.

Job Summary

Position helps to create a classroom culture that represents Center City's high expectations for every scholar and its core values. Special Education Teachers are expected to provide specific and timely feedback on scholar effort, behavior and student work.
Work collaboratively with the general education teacher to ensure Inclusion Model is implemented consistently at Center City PCS.
Position provides instruction that supports, supplements, and extends excellent classroom teaching Position is responsible for analyzing mandated data and planning for future special education needs.
Position is responsible for instructing students individually or in groups to enable students to ensure students are receiving necessary modifications.

Essential Duties

Collaborate and co-teach daily effective differentiated instruction, based on Center City PCS' rigorous academic standards, student assessment data, and Center City PCS curriculum framework.

Create processes and instruction that enables student to achieve the academic goals outlined on IEP.
Develops an individual profile for each student using existing assessment data and informal testing and observation; ensures general education staff has copies of the IEP and/or IEP-At-A-Glance document and IEP report cards.
Provides special education instruction one-on-one with students, in small groups, and as a co-teacher to a class as appropriate.
Employs multi-sensory teaching strategies based on an understanding of student strengths, weaknesses, and learning styles.
Monitors and supports implementation of goals and objectives in inclusion classes; develops Behavior Intervention Plans (BIPs), Functional Behavior Assessments (FBA's); provides accommodation/modification support.
Works in collaboration with regular education teachers, school counselors, and related service staff.
Participates actively in the Student-Teacher Assistance Team (STAT) to develop interventions for students demonstrating disciplinary concerns, truancy, and/or academic failure, and refer students for testing to determine Initial Eligibility for Special Education services.
Encourages parent partnerships and maintains positive communication with parents/caregivers regarding student progress, successes, and difficulties.
Updates IEPs' achievement of goals and objectives at the end of every advisory period and issues quarterly progress reports
Coordinates appropriate accommodations for special education students for all standardized testing.
Participates in administering all standardized testing and ensuring that accommodations listed on a students' IEP are implemented appropriately.
Provide professional development on relevant special education topics throughout the school year.
Model strong character and the CCPCS core values.

Engage parents and families in their child's academic success. Keeping with the principle that the primary relationship between the school and a family is through a strong family partnership the Special Education Teacher will:

Foster a relationship with families beginning with an introductory phone call at the start of the year and maintained with a regular progress reports that keeps parents abreast of IEP progress.
Regularly collect and organize samples of students' work from varied subjects to share with families.
Send advanced notice of upcoming IEP's and MDT meetings along with follow up phone calls to ensure that all meetings take place in a timely fashion.
Participate in parent conferences for the purpose of sharing assessments, student work, and recommendations.

Ensure that Center City PCS is in compliance with Federal and State Law as it relates to IDEA 2004. Special Education Teacher will:

Conduct all IEP meetings and evaluations within mandated federal guidelines.
Ensure student hours of specialized instruction are implemented as written on their IEP's.
Document all student contacts and services provided.
Ensure that related services, e.g. Speech Therapy, Occupational Therapy, and Counseling services are occurring according to the IEP requirements.
Collaborate with the general education teacher to develop standards based IEP goals.
Keep a phone log for all parent and attorney contacts.
Learn and effectively use the Online IEP (Easy IEP).
Participate in special education trainings provided by OSSE and stay current on developing changes in Special Education Law and judicial decisions as it relates to Special Education.

· Participate actively Center City's learning community.

o Participate in Center City PCS professional development workshops, including the Summer Professional Development Institute (2 weeks for returning staff, 3 weeks for new staff) and ½ Fridays throughout the academic year.

o Observe other Special Education Teachers and facilitate observations from Special Education Teachers, Principals, and Academic Deans.

o Participate in weekly grade-level planning sessions that involve instructional planning, discussion of student work, and curriculum development.

· Maintain high professional standards that contribute to school productivity:

o Participate and assist as needed in the annual school review process, charter school monitoring, school evaluations, and other school compliance procedures.

o Participate in interviewing potential, new staff members during the hiring process.

o Participate and assist as needed in scholar recruitment activities.

o Follow school-wide procedures for communication, including checking email several times per day, reading the staff announcement board and checking mailbox every morning, returning phone calls within 24 hours, and using a calendar system to track appointments.

o Follow school-wide procedures for attire, behavior, and punctuality. Attend and participate in occasional school events outside of regular school hours.

Other Duties

Attends staff development programs, curriculum development meetings, and other professional activities.
Keeps abreast of developments, research, and new technology in the field.
Performs any other related duties as assigned by the school principal or other appropriate administrators.
In collaboration with the classroom teacher, provide assistance as requested, such as: participate in parent conferences, answer parent concerns in formal and informal settings to encourage support for their child's reading/language arts development, serve as a resource to promote parental support of the reading/language arts program goals.

Qualifications

Must possess a Master's degree and have specific background in developmentally appropriate reading techniques and remedial reading strategies.
Minimum of 2 years of urban teaching experience
Practical experience working with children with special needs.
Demonstrate verbally basic clinical/diagnostic understanding of the identified child's needs
Knowledge of best practices, methods and techniques in educating children with special needs and other significant disabilities
Knowledge of assistive technology for students with disabilities
Knowledge of federal and state mandates for students identified as special education students.
Knowledge of procedures and regulations related to IEP development and timelines.
Ability to effectively communicate with staff and build positive partnerships with parents
Knowledge and experience in developing and implementing positive behavioral support plans.
Knowledge and experience in developing effective accommodations and modifications for students with disabilities in general education classrooms to ensure that students access the general education curriculum
Must possess effective instructional delivery techniques and excellent communication skills.
Must possess knowledge of the needs of students requiring remedial reading instruction.
Must possess the ability to establish and maintain effective working relationships with school colleagues, school administrators, parents and students.
Demonstrates ability to use data to assess student learning, with evidence of growth
Demonstrates classroom leadership (observation or practice teaching during interview)
Possesses knowledge of CCPCS goals and objectives, recent teaching trends and research
Demonstrates proficiency with curriculum and materials of instruction in field of specialization
Able to infuse technology into curriculum
Possesses excellent oral and written communication skills

Application Instructions

Interested candidates should apply using the Center City PCS Online Application, which can be accessed at: http://www.centercitypcs.org/employment-application/ .

Please upload:

1. A current resume

2. A cover letter addressing your interest in Center City PCS

3. DC teaching license (if available)

4. Passing Praxis Exam scores

5. Additional supporting documentation (e.g. copies of degrees earned)

Including the requested information will ensure that your application is processed expedientely.

Writing Prompt

Please ensure that you complete this in a separate word or PDF document and submit it as an attachment to your application. Incomplete applications will not be reviewed.

I. At Center City PCS, "Character, Excellence, and Service" are the three tenets of our mission. Everything we do stems from one of these core principles. Please tell us how your teaching practice and career milestones align with one of those values. Please be specific. (250 words).

II. We are interested in learning about the goals you set for you students and how you track your student's data, learning, progress, and level of achievement.

a. Briefly describe the variation in performance levels within one of your classes at the beginning of the 2012-13 school year (or your most recent school year as a teacher). Please start with the grade level and subject. (100 words)

b. How did you know? (100 words)

c. What goals did you set for your student in the class you described in Part A? (75 words) What were their results?

III. Please describe, in detail, your strategies for ensuring reading proficiency in your students. Please pay special attention to specific techniques in your answer (250 words).

COMPENSATION

Center City PCS offers a highly competitive salary, bonus and benefits package. Center City PCS is an equal opportunity employer.

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[YEP-DC] JOB POSTING: Middle School English/Language Arts Teacher- Center City Public Charter Schools

enter City PCS is actively seeking experienced master English/Language Arts teachers for the 2013-14 school year. A Center City PCS English/Language Arts Teacher models a learning environment imbued with high expectations and rigor ensuring all students realize high levels of academic and character development. Lead teachers are expected to mentor new teachers, work closely with instructional specialists, contribute to Center City's wider learning community and collaborate with staff and families to achieve excellence in character, academics and service for every scholar. Teachers report to the school principal.

Center City PCS English/Language Arts teacher is expected to: Create an environment that is rich with high expectations and rigor combining specific and constant reinforcement of scholar work and effort.

Create a classroom culture that represents Center City's high expectations for every scholar and its core values. Teachers are expected to provide specific and timely feedback on scholar effort, behavior and work quality, practicing Responsive Classroom techniques, displaying recent high-quality student work, and maintaining a classroom that is designed and organized for maximal student learning.

- Provide a K-8 Core Knowledge-based education with a English/Language Arts and literacy focus that challenges students to achieve their academic potential.

- A middle school English Language Arts Teacher is expected to develop students who are able to read, write, speak, and listen effectively. They are expected to develop the following abilities:

i. Students, using spoken language and listening skills, will communicate effectively across social, cultural, and literary communities.

ii. Students will apply a wide range of strategies to make meaning from various genres across all content areas for different purposes (e.g., enjoyment or information).

iii. Students will use writing as a tool for communication for different purposes, employing knowledge of craft and conventions.

Plan and deliver daily effective differentiated instruction, based on Center City PCS' rigorous academic standards, student assessment data, and Center City PCS curriculum framework.

- Design and implement daily lessons that engage all learners, fit in with a long-term learning plan, follow the Center City PCS lesson plan format, and are aligned with Center City PCS academic standards.

- Develop and revise clear criteria and standards for quality work and examine student work regularly to ensure that it meets increasingly higher standards of quality.

- Conduct and organize on-going assessments of student performance using multiple assessment tools including standardized tests, performance assessments, anecdotal records, portfolios, and individualized assessments as appropriate.

- Participate in multi-disciplinary team meetings, STAT and IEP meetings, ESL and other student-centered meetings.

- Implement academic, social, or behavioral interventions and accommodations for individual students.

- Ensure coherence in students' educational programs by coordinating instruction, discussing student work, and sharing best practices with Inclusion, Literacy, and English Language Learner specialists.

- Collaborate with grade-level partners (colleagues, consultants and specialists), teaching fellows where applicable, and inclusion staff in the planning and implementation of learning experiences.

- Use a common lesson plan format, turn-in weekly lesson plans to Principal and collect plans in a format that colleagues (e.g. a teaching fellow, specialist, or substitute) can access easily.

Engage parents and families in their child's academic success. Keeping with the principle that the primary relationship between the school and a family is through the classroom teacher, teachers are to:

- Foster a relationship with families beginning with an introductory phone call at the start of the year and maintained with a monthly newsletter that keeps parents abreast of classroom activities, academic units, and other announcements.

- Regularly collect and organize samples of students' work from varied subjects to share with families.

- Prepare scholar progress reports 4 times per year using standards agreed upon by the Principal and Central Academic Office staff.

- Conduct conferences with parents 3 times per year for the purpose of sharing assessments, student work, and recommendations.

- Engage parent volunteers in Center City's "Service" objective as class and project volunteers.

- Collaborate with other staff to plan family events at the school and citywide.

- Contact and follow up with families on attendance and tardiness issues in accordance with Center City's school policies.

4. Participate actively Center City's Professional Learning Community (PLC).

- Participate in Center City PCS professional development workshops, including the Summer Professional Development Institute (2 weeks for returning staff, 3 weeks for new staff) and ½ Fridays throughout the academic year.

- Observe other teachers and facilitate observation of own classroom by other staff and administrators.

- Participate in weekly grade-level planning sessions that involve instructional planning, discussion of student work, and curriculum development.

5. Maintain high professional standards that contribute to school productivity:

- Maintain an accurate and up-to-date record of student attendance and inventory of classroom materials.

- Participate and assist as needed in the annual school review process, charter school monitoring, school evaluations, and other school compliance procedures.

- Participate in interviewing potential new staff members during the hiring process.

- Participate and assist as needed in scholar recruitment activities.

- Participate and assist in administering student placement assessments, including summer testing dates.

- Follow school-wide procedures for communication, including checking email twice daily, reading staff announcements and checking the mailbox every morning, returning phone calls within 24 hours, and using a calendar system to track appointments.

- Follow school-wide procedures for attire, behavior, and punctuality. Teacher hours 7:30AM – 4:30PM.

- Attend and participate in occasional school events outside of regular school hours.

6. Qualifications

§ Has a bachelor's degree in English/Language Arts, social studies, or applicable subject area

§ Minimum of 2 years of urban teaching experience

§ Secondary teachers must also have an undergraduate or graduate major in their field of instruction OR have passed the required Praxis II exam for their discipline

§ Demonstrates ability to use data to assess student learning, with evidence of growth

§ Demonstrates classroom leadership (observation or practice teaching during interview)

§ Possesses knowledge of CCPCS goals and objectives, recent teaching trends and research

§ Demonstrates proficiency with curriculum and materials of instruction in field of specialization

§ Able to work effectively with students, parents, administrators, colleagues, community, and other school system staff

§ Able to infuse technology into curriculum

§ Possesses excellent oral and written communication skills