Description SUMMARY OF MAIN DUTIES: Creates an intentional culturally responsive learning environment inclusive of students from all racial, ethnic, and socio-economic backgrounds, abilities and family structures. Encourages a sense of belonging and positive classroom community for students while developing skills for listening, speaking, reading, and writing to support effective communication. Motivates learning by validating students as asset-based individuals. All teachers are expected to be aware of microaggressions and redirect to amplify affirmations. Fully engages students in discussion and other modalities of participation. ESSENTIAL FUNCTIONS: • Teaches content and skills in English Language Arts, mathematics, social studies and science to students utilizing course of study adopted by The Hope Academy in a fully inclusive classroom • Develops lesson plans and instructional materials that consistently contain diverse content throughout the academic year • Demonstrates concepts and strategies using models, talk, reflective writing, and other available resources including technology • Knowledge of best instructional practices within a workshop model • Knowledge of authentic assessment practices using strategies to mitigate stereotype threat in feedback, assessment, and grading • Knowledge and practice of methods for formatively assessing students across all content areas including running records, analytic writing rubrics, and conferring • Administer RICAS, iReady and other diagnostic assessments such as WCJ-IV • Provides opportunities for individual and small group instruction that is purposeful and flexible to meet the needs of students • Collaborate with other teachers and therapists to implement an integrated educational/ therapeutic model • Develop lesson plans, progress reports, and IEPs within specified timelines as directed • Plan and implement motivating and creative age appropriate activates to address goals as outlined in each students’ IEP • Maintain data records on each student’s progress in order to be used to write accurate progress reports and to inform grading • Work with special education director to initiate special education evaluations and re-evaluations to determine students’ eligibility for services • Collaborate with other educators and specialists in the planning, adapting and teaching of the curriculum for all students • Co-teaches and plans with general educator and identifies opportunities to provide for inclusive instruction • Demonstrates culturally informed behavior management and discipline practices with the ability to neutralize the pattern of inequitable discipline of children of color • Uses positive guidance techniques such as redirection, modeling appropriate behavior and praise. • Provide supervision, guidance and feedback for teacher assistants as needed • Develops and maintains contact with families with an awareness and respect for each student and their families from all racial, ethnic, and socio-economic backgrounds, abilities and family structures • Facilitates interactions among students that provide opportunities for emotional, social, and cognitive growth and an understanding of each child • Actively seeks and participates in ongoing professional development as offered by the school or independent study • Supervises students in out-of-classroom activities during the school day Requirements • Bachelor’s Degree with valid special education teacher certification from RIDE or the ability to obtain • Work environment and physical requirements consistent with those of a typical school environment • Ability to move about the classroom and building continuously throughout the workday • Utilize the computer (20%) of the time and other office equipment