Immediate Supervisor: Student Support Coordinator (SSC)

Evaluators: Student Support Coordinator (SSC)

Executive Director

Full Time, Certificated Position

General Description:

The Special Education Teacher (SET) is the lead instructor for Novato Charter School’s K-8 Special Education Program. The SET is also a key member in the development and implementation of a Multi-Tiered System of Support Program (MTSS), working collaboratively within a team that includes the Student Support Services Coordinator (SSC), the Executive Director, general education teachers, designated instructional service providers, and RTI support staff. Within a team, the SET develops individualized educational programs (IEPs) including goals, services, and accommodations, which are standards-based, developmentally appropriate, and specific to each student’s needs. The RSP is to implement and/or facilitate the implementation of these specialized supports and services for children who have been identified as having mild to moderate disabilities. Such work may be done with individual students, in small groups, or in general education classrooms. The SET will work across school settings in a collaborative manner with the student’s teacher to facilitate inclusion to the maximum extent possible. The SET establishes working relationships with parents and other team members to discuss updates and changes to SET for the duration of the student’s enrollment at Novato Charter and in the facilitation of a student’s transition to high school. The SET will write IEP goals and accommodations, effectively monitor student progress, and adhere to all Federal and State required documents and timelines through the Special Education Information System (SEIS).

In addition to students identified with IEP’s, the SET will work directly with the Student Services Coordinator(SSC) to develop and monitor pre-referral intervention support for students struggling academically or behaviorally, but not identified as having a disability. To this end, the SET is an integral member of the faculty and is expected to be a contributing member of the Student Support Team (SST) and MTSS process by providing consultation, instructional strategies, and targeted instructional support with relevant aforementioned support staff.

Duties and Responsibilities:

● Serve as a case manager to assigned special education students

● Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need

● Teach socially acceptable behavior through positive behavior support strategies.

● Work effectively with students individually or in small groups across developmental stages in grades K-8 for both academic and social-emotional/behavioral needs

● Demonstrate competence in scaffolding and instruction of core curriculum in grades K-8

● Complete standardized and criterion-based assessments and write summary reports in preparation for initial and triennial IEP evaluations

● Implement and support paraprofessionals to provide research-based interventions and services aligned with the three tiers of the Multi-Tiered System of Supports pyramid, including specialized academic instruction per students IEPs, providing one-to-one or small group instruction, direct services and push-in or pull-out intervention as required by IEP.

● Prepare, administer, and grade tests and assignments to evaluate students' progress.

● Schedule, coordinate, and attend IEP meetings in collaboration with the SSSD

● Input and maintain all required student information in SEIS

● Maintain a welcoming, organized, and effective learning center/classroom for students with mild to moderate special needs. Maintain, monitor and prepare teaching materials, supplies and equipment inventory working closely with the SSSD

● Maintain confidentiality of all student information according to the Family Educational Rights and Privacy Act (FERPA) compliance guidelines

● Maintain attendance and enrollment records of assigned students with IEPs and their instructional participation in the Learning Center (Resource Specialist Program), speech, counseling and occupational therapy. This documentation of attendance and participation can be documented by the students’ schedules for participation in these programs.

● Maintain and develop knowledge of best practices in teaching students with IEP’s who have a range of abilities including students who have a wide variety of social, emotional, physical, and learning challenges.This includes attending continuing education trainings as appropriate

● Collaborate with general educators and all related service providers to ensure inclusive education best practices for all students, including facilitating weekly grade level team collaboration meetings to support effective implementations of accommodations and modifications in the classroom.

● With regard to the previous point, the SET should understand the continuum of services for Least Restrictive Environment (LRE) as deemed appropriate of each student’s IEP. As such, he/she may spend a portion of the day in a general education classroom assisting students and assisting general education teachers to adapt lessons to meet the needs of the students with disabilities in their classes

● In collaboration with the SSC, coordinate the schedules, duties, and guidance of Special Education paraprofessionals in the Special Education Program

● Use computers, iPads/tablets, audiovisual aids, and other equipment and materials to supplement instruction. Provide assistive devices, supportive technology, and assistance accessing facilities such as lockers or restrooms.

● Proficiency in MS Excel, MS Word, and Outlook, including experience using them in a professional capacity

● Attend weekly faculty meetings, SST meetings, IEP meetings, and/or other student support meetings

● Provide support in school wide academic screenings three times per year

● Be comfortable and compassionate in maintaining ongoing communication with parents

● As a Public Waldorf School, the SET is willing to learn and integrate Waldorf-informed pedagogy in conjunction with traditional evidence-based practices for remedial education The Resource Specialist Program should also possess the following qualities as per our core values:

● Respect The Special Education Teacher discusses student’s needs and performances with general education teachers, parents, and administrators in a respectful manner. They also explain difficult concepts in terms that students with learning disabilities can understand. Effective written and oral communication skills are essential.

● Accountability The Special Education Teacher assesses students’ progress and uses that information to adapt lessons to help them learn. The Special Education Teacher has the capacity to reflect and learn from experience.

● Collaboration The Special Education Teacher regularly works with general education teachers, parents, school counselors, administrators, and parents to develop Individualized Education Programs. As a result, they need to be able to collaborate and build positive working relationships.

● Holistic/Developmental: The Special Education Teacher should understand the foundations of child

development, and work with each student's developmental and individual learning needs.

● Creativity and the Art of Teaching: The Special Education Teachers must develop creative ways to present

information in a manner that meets the needs of their students. He/She should be self-directed and use

creative, problem solving strategies in a variety of situations.

●

Required Qualifications for Position:

● B.A. or B.S. required; Master’s Degree preferred

● Appropriate California Education Specialist Teaching Credential required

● 3+ years teaching experience serving K-8 (Elementary & Middle School) students preferred)

● Knowledge of curriculum, education code, and special education law/policies.

● Full clearance of TB test, fingerprints, and any other state or federal requirements

● State of California residence

● Bilingual in Spanish a plus

Preferred Qualifications:

● Background, interest, and/or training in Waldorf Education

● Evidence of on-going participation in professional development and trainings (such as County Office of

Education or SELPA trainings, conferences or professional organization trainings, and research-based

methods to directly serve students with designated learning disabilities)

Work Environment/Physical Demands:

● Must have the use of sensory skills in order to effectively communicate and interact with students, other

faculty, staff, and parents as normally defined by the ability to see, read, talk, hear, handle, or feel objects and controls.

● The position also entails significant walking, bending, standing, stooping, and possible physical interventions in order to maintain a safe learning environment.

● Assignment may require the ability to physically move students or equipment weighing up to 50 lbs., position students in specialized equipment and/or change diapers as needed. The job description may be revised by the Executive Director at any time.

How to Submit: Please email a letter of interest, resume, and the contact information for three professional references who are familiar with your work as a teacher to: Nikki Lloyd at nlloyd@nusd.org

Application Procedure:

Cover Letter of Interest

Resume

Three Letters of Professional Reference (dated within last year)

Pre-Employment Requirements:

Fingerprinting and passing Department of Justice clearance

Tuberculosis Test

COVID - 19 vaccination as defined by the California Department of Public Health or agree to weekly testing when recommended by marin co public health

Novato Charter School prohibits, at any district school or school activity, discrimination, harassment, including sexual harassment, intimidation, and bullying, based on actual or perceived race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information, or association with a person or group with one or more of these actual or perceived characteristics.

This shall apply when applicable, to interns, volunteers, and job applicants. For questions, concerns or complaints about discrimination or harassment based on the above, please contact the Title IX Compliance Officer: NCS Executive Director 940 C Street, Novato, CA 94949; (415) 883-4254; NovatoCharterHR@NUSD.org