High School History Special Education Teacher

Dr. Richard Izquierdo Health & Science Charter School; New York (NY); On-site; USD 75,000 - 105,000; Full time

Job summary

Dr. Richard Izquierdo Health & Science Charter School is seeking a certified or in-pathway High School History Special Education Teacher to instruct high school students and support IEP goals.

Under supervision of the Principal, you will collaborate with department colleagues to deliver instruction and develop plans aligned with students’ needs. The role emphasizes IEP knowledge, formal reporting, use of technology, and differentiating instruction.

Qualifications

• Bachelor’s Degree required; Master’s Degree in History preferred.
• NYS certification Special Education preferred (pathway).
• At least 2 years teaching experience in middle school preferred.
• Experience with educational technology.

Responsibilities

• Develop lesson plans; differentiate instruction with specialists.
• Implement MTSS small group instruction for Tier 2/3 students.
• Monitor and document student progress with accurate records.
• Provide timely feedback and adjust instruction accordingly.
• Maintain professional demeanor and collaborate with staff.

Skills

IEP process

Plan differentiated instruction

Instructional strategies

Assessment & grading

Student communication

Classroom management

Professional development

SIS/online platforms

Education

Bachelor’s Degree

Master’s Degree in History

NYS certification preferred (Special Education)

Tools

PowerSchool

Google Classroom

Job description

High School History Special Education Teacher

Bronx, New York

Classification

Exempt, 10-Month Employee

Reports to

High School Principal

Overview

Dr. Richard Izquierdo Health & Science Charter School is seeking a certified, or on the pathway to, and experienced special education teacher to provide instruction to our high school students in the area of History. Under the general supervision of the Principal, teachers work collaboratively with other teachers within their department and across other content areas.

Responsibilities Content Knowledge and Planning

• Knowledge of the IEP process, referral process, reading IEPs and putting plans into place to meet IEP goals
• Ability to write IEP teacher reports and submit high quality reports on a deadline
• Exhibit an understanding of and skills relevant to the subject area(s) taught
• Demonstrate an ability to make topics and activities meaningful and relevant to each student
• Integrate available technology resources compatible with students’ needs and abilities
• Develop lesson plans that are clear, logical, and sequential as well as differentiated based on the students you serve
• Plan with appropriate specialist(s) to differentiate instruction to meet the needs of all students

Instructional Strategies

• Implement the alternative teaching model (small group instruction) in two content areas, focused on students who have IEPs and have been identified as Tier 2 or Tier 3 students based on our MTSS program
• Progress monitor students’ performance over time by maintaining clear and accurate records that demonstrate evidence of student growth and learning
• Link present content/skills with past and future learning experiences
• Effectively use various instructional strategies (e.g., modeling, cooperative learning, collaboration, and reading and writing in the content areas) to differentiate learning for all students
• Effectively use questioning strategies to engage students and promote learning
• Monitor students’ understanding of the lesson and adjusts teaching when appropriate
• Maximize student learning by providing opportunities for all learners to participate actively and successfully
• Explain content and demonstrates skills in a variety of ways to meet the needs of all students
• Hold each learner individually responsible for learning

Assessment

• Use results of a variety of assessments to monitor and modify instruction as needed
• Effectively use both teacher-made and standardized tests, as appropriate, to measure student performance
• Use oral, non-verbal, and written forms of student assessment
• Organize, maintain, and use records of student progress to make effective instructional decisions
• Continuously monitor students’ progress before, during, and after instruction, and provides meaningful feedback
• Demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement

Student Communication and Rapport

• Use precise language and acceptable oral expression and written communication
• Articulate clear learning goals and instructional procedures for the lesson to the students
• Model caring, fairness, courtesy, respect and active listening
• Model concern for students’ emotional and physical well being
• Seek and maintains positive interactions with students in all school settings
• Seek information about student interests and opinions

Classroom Management

• Enforce the school’s student behavior policies while investing students in the classroom community
• Communicate clear expectations about behavior to students and parents
• Actively monitor student behavior and provides feedback in a constructive manner to students and parents
• Create a physical setting and establishes routines that promote learning and minimize disruption
• Structure transitions in an efficient and constructive manner
• Manage emergency situations, as they occur, in school settings

Professional Demeanor and Development

• Work cooperatively with a co‑teacher and all colleagues for the benefit of students
• Maintain a professional appearance following the school’s dress code policy
• Interact with colleagues and students in an ethical and professional manner
• Carry out duties in accordance with established policies, practices, and regulations.
• Select appropriate channels for resolving concerns and problems, and maintain confidentiality
• Complete all classroom and school assignments and responsibilities in a timely and effective manner
• Participate in professional growth activities including conferences, workshops, course work and committees or membership in professional organizations
• Explore and apply knowledge and information about new or improved methods of instruction and related issues
• Identify areas of personal strength and weakness and seek improvement of skills and professional performance
• Be self‑reflective to improve upon your practice on a regular basis

School Community and Culture

• Initiate communication with parents or guardians concerning student progress or problems in a timely manner
• Respond promptly to parental concerns and encourage parental involvement within the school
• Interact with parents and the community by providing useful information regarding the school
• Work cooperatively with community members in carrying our school and community sponsored functions
• Build collaborative relationships with colleagues, sharing teaching insights and coordinating student learning
• Support school goals and initiatives and complete other duties as assigned

Skills and Abilities

• Plan, organize, develop and conduct a comprehensive teaching and instruction program
• Provide appropriate and effective learning experiences for pupils from a wide range achievement levels
• Effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs
• Provide a motivating and stimulating learning environment
• Follow safety procedures and written and verbal instructions
• Work effectively with staff, students, and public
• Organize tasks, set priorities and meet deadlines, manage multiple tasks
• Demonstrate good judgment and good problem‑solving skills
• Respond appropriately to evaluation and changes in the work setting
• Knowledge or ability to use SIS (student information systems) or online learning platforms (PowerSchool, Google Classroom, etc.)

Qualifications

• Bachelor’s Degree required, Master’s Degree in History preferred
• NYS certification Special Education preferred (must be on the pathway)
• At least 2 years prior teaching experience in middle school preferred
• Demonstrated success working in non-traditional and/or urban school settings
• Excellent oral and written communication skills
• Experience with educational technology

Supervisory Responsibilities

None

Position Type and Expected Hours of Work

This is a full-time 10‑month position. The regular hours and workdays are Monday through Friday, 7:55 am to 3:55 pm in addition to any special events to which all staff are expected to attend.

Salary Range

$75,000 - $105,000 annually (Based on Experience)

Travel

Minimum to no travel required

EEO Statement

Dr. Richard Izquierdo Health and Science Charter School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, and transfer, leaves of absence, compensation and training.

Voluntary Self‑Identification

For government reporting purposes, we ask candidates to respond to the below self‑identification survey. Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiring process or thereafter. Any information that you do provide will be recorded and maintained in a confidential file.

As set forth in Dr. Richard Izquierdo Health & Science Charter School’s Equal Employment Opportunity policy, we do not discriminate on the basis of any protected group status under any applicable law.

If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection. As a government contractor subject to the Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measure the effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categories is as follows:

A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service‑connected disability.

A "recently separated veteran" means any veteran during the three‑year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.

An "active duty wartime or campaign badge veteran" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.

An "Armed forces service medal veteran" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.