SpEd (Autism) Co-Teacher Mod/Severe, K/1st

SpEd (Autism) Co-Teacher Mod/Severe, K/1st

Education for Change is looking for dynamic and visionary Special Education teachers who will engage students, families, and other members of our learning community to ensure high student achievement. The Special Education Teacher works closely with Director of Special Education Programs and site staff to ensure the quality of the special education instructional program on the site and to act as a resource in the areas of teacher support, federal accountability, and support to students with disabilities. In addition, the Special Education Teacher assists in the training of site staff in areas of meeting the needs of students with disabilities and special education compliance. S/he engages community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. S/he will know how to successfully work in an urban elementary school with a high English Learner and low-income population, including traumatized students.

About Education for Change Public Schools

Education for Change Public Schools (EFCPS) believes it is the right for every child to have access to a high-quality, 21st-century education. Our mission is to provide a superior public education to Oakland’s most underserved children by creating a system of schools that focus relentlessly on our students’ academic achievement. EFCPS is a charter management organization that manages a diverse portfolio of TK-8 schools, growing to a portfolio of TK-12 schools in the Fruitvale and Elmhurst neighborhoods of Oakland, currently serving 3,000 children.  Additional information about Education for Change can be found at www.efcps.org.

Our Approach

EFC is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual need.  We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs.

Essential Duties and Responsibilities

We are looking for Special Education Teachers who are highly effective in each of the following areas:
Data Driven Planning and Assessment
  • Work with Principal and Special Education Supervisor to develop action plans for constant learning and growth
  • Work with General Education staff to identify areas of need for students and appropriate targeted instruction
  • Assess student data and progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of improving program effectiveness
  • Administer developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans
  • Supervise the implementation of state assessments for special education students
Learning Environment
  • Establish a culture of high expectations that includes the shared belief that ALL children can achieve at high levels and are prepared to succeed in any setting
  • Uses effective classroom and/or behavior management techniques to achieve a safe and functional learning atmosphere for all students
  • Monitor students’ behavior/activities in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment
  • Provide for basic needs of students who, because of their disability, are not able to care for themselves including but not limited to toileting and feeding
Instruction
  • Implement an instructional program which provides appropriate learning experiences, considering different learning styles, developmentally appropriate curriculum and a range of learning curves
  • Use appropriate adaptive equipment and assistive technology as recommended by related service providers to facilitate learning, communication, mobility and positioning
  • Prepares standards-based lessons as appropriate for the students’ level(s) of functioning and prepares schedules and timelines to implement classroom activities
  • Works with general education teachers when students are mainstreamed to ensure the students are participating appropriately in their classroom
Professional Responsibilities
  • Observes and makes an ongoing evaluation of students’ academic and social growth, keeps appropriate records, prepares progress reports, and communicates with parents on the individual student’s progress
  • Plans, coordinates, and monitors the work of the instructional aide(s) in the room. Additionally, provides direction or training for the instructional aides as necessary to support the individual needs of the students in the classroom
  • Participates in crisis communication and de-escalation techniques to assist in maintaining student behavior. Trained at least annually in the district approved behavior management/crisis level program
  • Assist in planning and delivering professional development and learning experiences to teachers and school site staff
  • Actively seek and participate in professional development opportunities to remain current with federal and state special education guidelines
  • Maintain accurate student records and ensure compliance with all state and federal laws, local board policies, and administrative guidelines
  • Transport students, as necessary
  • Attend mandatory new hire professional development
Partnerships, Family and Community
  • Collaborates with instructional staff, other school personnel, families, and a variety of community resources for the purpose of improving the overall quality of student outcomes
  • Involve students’ families as partners in their students’ education, eliciting information about home expectations and programs and providing resources and strategies for families to support their student’s success.
  • Actively participate in key student events
Required Qualifications:
  • Minimum of 2 years of experience as certified Special Education teacher
  • Valid California Educational Specialist Credential authorizing service to students with Moderate/Severe disabilities
  • Successful experience with students with moderate to severe disabilities
  • Must possess a growth mindset and be able to use feedback to refine practice
  • Successful experience working in a collaborative environment
  • Experience working with diverse communities
Desired Qualifications:
  • Experience accelerating student learning and achievement in low-income communities
  • Bilingual-Spanish
  • Experience and desire to use data and technology as levers to drive instruction

EFC Core Values - required by all EFC staff

  • We collaborate. We are a team. We plan together, observe and analyze each other’s work, collaborate with our coaches and site leaders, partner with our families, and together make decisions about our programming.
  • We are a learning organization. We approach or practice with an inquiry stance and a growth mindset; we analyze, innovate, and iterate every single day so that we continually improve. We believe in coaching and developing people at every level of experience, at every level of the organization.
  • We are solutions-oriented. We approach every challenge with a problem-solving orientation. We listen to and encourage each other. We are resilient in the face of adversity.
  • We are accountable. Our mission is to provide a superior public education to Oakland’s most underserved children. We assume personal accountability for student growth; we analyze multiple forms of data, and that analysis drives our instruction.
  • We are student-focused. We form close relationships, utilize personalized learning, differentiate instruction, make learning culturally relevant, engage families, and provide individualized interventions to meet the needs of every child.
  • We listen. We are a small, responsive organization that values students, family, and employee voice and input.
  • We are rooted in community. Ours is a place-based strategy that works deeply with neighborhood leaders and partners to serve our children. We understand that the cultures, values, traditions, and assets that our families bring must be leveraged and honored to reach and teach our children.

Compensation & Benefits

EFC offers a competitive salary and benefits package; 90% of Medical/Dental/Vision plan costs paid by EFC; STRS. For more info, please email jobs@efcps.net.