Teacher Structured Academics (SC), Rindge Avenue Upper School (SY 25-26)

Cambridge Public Schools; Cambridge (MA); On-site; USD 40,000 - 80,000; Full time

Job summary

An established educational institution seeks a dedicated Structured Academics Teacher to provide specialized instruction to students with diverse needs. This role involves collaborating with a multidisciplinary team to enhance students' educational, emotional, and behavioral development. The ideal candidate will possess a strong commitment to inclusive education and have a solid understanding of special education practices. Join a vibrant community that values diversity and is committed to fostering an inclusive learning environment for all students. If you are passionate about making a difference in the lives of students, this opportunity is perfect for you.

Qualifications

• Commitment to high-quality instructional support for marginalized students.
• Knowledge of programs for students with autism and learning disabilities.

Responsibilities

• Provide direct special education services to students with disabilities.
• Develop and implement Individualized Education Programs (IEPs).
• Collaborate with general and special education staff.

Skills

Collaboration Skills

Oral Communication

Written Communication

Problem Solving

Knowledge of Special Education Guidelines

Education

Bachelor’s Degree in Special Education

Master’s Degree in Special Education

Tools

IEP Development Tools

Assessment Tools

Job description

Position :

Structured Academics Teacher (SC)

Office of Student Services/Rindge Avenue Upper School

Cambridge is a vibrant, diverse city and a central hub and driver of the nation’s innovation economy. Home of the renowned educational institutions of Harvard and MIT, Cambridge is also the center of an impressive array of biotechnology, science, and information technology companies.

Educating about 7,000 students JK-12, the Cambridge Public Schools includes award-winning faculty, cutting edge technology, and innovative programs. While each of our public schools is unique, they are joined in a shared vision of rigorous, joyful, and culturally responsive learning plus personalized support for every student. Over 30% of CPS students speak a language other than English at home, and over 65 languages are spoken by our families. Among the most common are Spanish, Haitian Creole, Amharic, Arabic, Bengali, Chinese, and Portuguese. Our schools proudly embrace this diversity.

The Role :

The Special Educator is responsible for providing high-quality specially designed instruction to students with complex behavior, emotional, and learning needs in both general education and separate settings. The Special Educator will work collaboratively with a multidisciplinary team to support our students across educational settings.

Key Responsibilities :

• Work with a multidisciplinary team to enhance the educational, emotional, and behavioral development of students within the program.
• Provide direct special education services to students with disabilities
• Provide explicit instruction and/or support in reading/literacy, math, written language, and social-emotional behavior
• Progress monitor student mastery of IEP goals and objectives using various assessments and data collection tools
• Develop and implement Individualized Education Programs for students based on various types of data specific to the student's present levels of functioning and performance
• Implement appropriate therapeutic strategies established in students’ treatment plans and IEPs.
• Design and provide high-quality culturally responsive and rigorous instruction of students using systematic, structured, and multisensory approaches to learning.
• Collaborate with general education, special education, related services staff
• Administer formal and informal assessments and analyze data to inform decisions regarding IEP goals/objective, learning approaches/content and support
• Accommodate and modify for student learning and support the general education teacher with the implementation of appropriate accommodations in the general education setting
• Apply the OSS Structured Academic therapeutic model which requires Peer EBD practices, Collaborative Problem Solving, and behavioral support.
• Any related duties as outlined by the Assistant Superintendent, Special Education Director and/or Coordinator of the Office of Student Services with mild/moderate special needs

Your Skill Set:

As the incoming Structured Academics Teacher,you will possess many, though perhaps not all, of the following characteristics and qualifications:

• A commitment to ensuring that students from historically marginalized and underserved groups have access to high-quality instructional and social-emotional support.
• Broad knowledge and experience of programs and services specific to students’ areas of eligibility (eg. autism, academic, behavior, learning, etc.)
• Above average skills in collaboration
• Excellent skills in oral and written communication
• Demonstrated ability in collaborating and supporting parents and families
• Demonstrated ability to problem solve
• Demonstrated understanding of inclusive educational practices including various co-teaching approaches
• General knowledge of various formal and informal assessments to monitor student progress and skills
• General knowledge of state and federal special education guidelines and requirements
• Bachelor’s degree from an accredited college/university in Special Education required, Master’s preferred, concentration in learning disabilities preferred
• Massachusetts Certification of students with mild/moderate special needs required
• Experience teaching or student teaching in urban environments
• Specialized training/certification in a foundational reading program such as Orton-Gillingham or Wilson Reading

How to Join Our Team :

Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.