SY 26/27 SUBSTANTIALLY SEPARATE SPECIAL ED TEACHER PreK-2

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole-child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well-being, supported by a dedicated team of mental health professionals and comprehensive staff training. What do we believe about our students? At the Boston Renaissance Charter Public School we believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach. What do we believe about Diversity Equity and Inclusion? At Boston Renaissance Charter Public School we are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti-racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity. What do we believe about our staff? At Boston Renaissance Charter Public School we believe highly qualified, student centered and cultural responsive educators are at the center of the work we are doing. Teachers are seen as leaders with a responsibility to be self-reflective learners, constantly improving their practice. We are looking for teachers who:

• Prioritize Student Growth: Educators who are committed to fostering academic excellence while supporting students' social and emotional well-being.
• Embrace Diversity and Inclusion: Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered.
• Innovate and Inspire: Creative thinkers who use engaging, student-centered teaching strategies to inspire curiosity, critical thinking, and a love for learning.
• Collaborate and Lead: Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community.
• Commit to Continuous Growth: Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth.

General Description: The Special Education Substantially Separate Classroom Teacher will assist special education students with specifically designed instruction, so that they may access the same education opportunity as their non-special education peers. The teacher will be responsible for communicating knowledge and skills to students in an interesting, stimulating, and effective manner. He or she will use a variety of instructional methodologies and curriculum resources to present material to students. The Special Education Substantially Separate Classroom Teacher will administer different forms of student assessments and plan their instruction for students based on the data from the assessments. Teachers will work to integrate technology into their teaching and professional activities. Duties and Responsibilities include: Write and adhere to lesson plans in accordance with the Massachusetts State Standards; Support implementation of school-wide performance standards and instructional methods; Implement core curriculum in accordance with grade level programs, pacing schedules and specific instructional model; Attend grade level meetings and support activities and goals of the teaching team; Collaborate with team on curriculum and student needs; Complete progress reports and report cards in a timely manner and conduct progress report conferences with families/guardians; Integrate technology into instruction; Participate in the pre-referral process of special education (Child Study Team); Assess educational needs of students by use of standardized tools (Woodcock Johnson, WIAT, Key Math), running records and other informal assessments; Prepare individualized education plans (IEPs); Attend IEP TEAM meetings as needed; Maintain complete records of reevaluation periods, required student documentation and parent communication; Collaborate with school based related service providers (Speech, OT, School Psychologists); Provide differentiated instruction to students; Support on-going professional interactions among all staff members; Communicate positively and objectively with all members of the staff; Communicate with parents professionally and continuously regarding student progress; Implement school, district and department policies. Qualifications: MA teacher license in Severe Disabilities, Pre K - 8 Meet federal requirements under NCLB and meet the highly qualified status Three or more years of classroom teaching experience Experience working with the social/emotional/academic needs of children Knowledge of special education law as it relates to the IEP process and FAPE Master's degree in special education preferred