Music-Infused Middle School ICT SPED Teacher

WHIN Music Community Charter School; New York (NY); On-site; USD 65,000 - 90,000; Full time

Benefits offered by this job

Coaching and PLCs for professional成长

Professional growth opportunities

Job summary

WHIN Music Community Charter School seeks a dedicated Middle School ICT Special Education teacher to deliver inclusive instruction and specialized supports aligned to IEP/504 plans. You will collaborate with special and general education staff to differentiate lessons, monitor progress, and engage families in student growth.

The role emphasizes a music-infused academic approach, restorative practices, and active participation in PLCs and professional development to strengthen instructional

Qualifications

• Urban middle school teaching experience required.
• Certification in Middle School Special Education required.
• Proven success raising achievement levels of all students.
• Commitment to serving diverse student populations.

Responsibilities

• Develop, modify, and implement curriculum and assessments per IEP/504.
• Implement Behavior Intervention Plans as needed.
• Analyze data to drive differentiated instruction.
• Collaborate with Child Study Team on student needs.
• Support inclusive co‑teaching model in classroom.
• Incorporate music-infused academics with curriculum support.
• Build strong relationships with WHIN families.

Skills

Urban middle school teaching

Collaboration with families

Data-driven instruction

Education

NY State Teaching Certification (Middle School Special Education)

Coursework in middle school special education

Bachelor's degree in Education or related field

Job description

WHIN Music Community Charter School seeks a dedicated Middle School ICT Special Education teacher to deliver inclusive instruction and specialized supports aligned to IEP/504 plans. You will collaborate with special and general education staff to differentiate lessons, monitor progress, and engage families in student growth.

The role emphasizes a music-infused academic approach, restorative practices, and active participation in PLCs and professional development to strengthen instructional