Special education teacher jobs in Rhode Island

Student Support Services/LD/ED Teacher The Pawtucket School Department is seeking special education educators in severe/profound classrooms.. EXEMPLARY DUTIES AND RESPONSIBILITIES Provide specialized and individualized instruction for students with disabilities, consistent state education requirements and the students IEP. Positive professional and respectful conduct when communicating with professionals, students and parents. On-going documentation of student progress, lesson planning and communication with both parents and professionals Participate in developing schedules for assigned caseload of students to insure that all services required in the student's IEP are accessed. Development of IEPs for students in accordance with the IDEA, based on student evaluation results and student individualized need. Serve as a leader of the IEP team for assigned student caseload. Attendance and participation in Common Planning meetings with other members of the faculty. Communicates effectively with the school community, parents and administrators. Works collaboratively with teachers, support personnel, parents and administrators in advocating for students and providing necessary accommodations and modifications, as outlined in student's IEPs. Attends school and district-level meetings and completes other related activities as required by the Administration Maintains accurate and timely special education and student records. Collaborates effectively, with teams of professionals, students and parents, to problem-solve and resolve ongoing student concerns. Participate as a member of the evaluation and RTI teams, as pertains to assigned student caseload. Monitor student progress on IEPs, Behavior Plans, and Common Core standards and reports progress in a timely and effective manner to other members of the school team and parents. Attendance in all mandated Professional Development opportunities. Assumes other responsibilities as directed by the Special Education Director or Building Principal. IS KNOWLEDGEABLE OF: Common Core Standards and PARCC and Alternative Assessments. The related laws of Rhode Island, as they relate to IDEA and ADA requirements, regulations and procedures of the Pawtucket School Department and the Rhode Island Department of Education; Instructional materials and their relationship to program goals and objectives; Principles of effective management and evaluation of instruction; Principles of learning; principles of effective instruction; Assessment administration and use, both formative and summative; School accountability; Data analysis techniques; Response to intervention (academic and behavioral); Professional learning community organization and protocols; SKILLED AT: Public speaking; writing; listening; problem-solving; dispute resolution and providing direction; Working with individuals and groups; Research and data analysis; Interpersonal skills; Teaching and presenting; Use of instructional technology; Observing and understanding effective teaching techniques; Being innovative and working with little direction; Leadership; Establishing and maintaining effective working relationships with those contacted in the course of work; LICENSE/CERTIFICATE: Possession of, or ability to obtain, a valid driver's license; RI teaching certificate in the area of Secondary Special Education/Mild-Moderate/Severe/Profound. DESIRABLE QUALIFICATIONS: Experience in working with students from urban area Desire to work with middle school students and young adults. Experience working with students with Autism and behavioral/social/emotional challenges. Experience with diversity preferred. Successful experience teaching. COMPENSATION/BENEFITS: Full PSD benefits package. Salary will be that of teacher and commensurate with experience. Full PSD compensation package. Requirement to work some of their required days in the summer for training. Citizenship, residency or work VISA in United States required. THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.

As a Special Education Teacher, you will use a multi-sensory approach to provide students a rigorous curriculum in a flexible, differentiated manner that focuses on their unique learning styles. Under the direction of the Clinical Director and Director of Special Education, you will be part of a team that tracks and monitors students' progress and adjust programming to create a situation that will allow the student to progress academically. Classroom: Elementary Hours: 7:30am-3:30pm Responsibilities · Assesses, supervises or approves the educational needs of the student · Prepares daily lesson plans consistent with evaluations and /or IEP's and overall education plan. · Generates lesson plans no later than the second day of educational programming. · Writes, review and update lesson plans to reflect all major areas of instruction appropriate to the academic level of each student. · Is responsible for maintaining a classroom environment conducive to learning. · As required, is responsible for IEP preparation and presentation. · Demonstrates the ability to function as an effective member of the interdisciplinary team. · Uses expertise of team members in planning and implementing educational and behavioral programs when appropriate. · Assists other team members in interpreting evaluation of findings. · Participates actively in departmental staff meetings. · Suggests improvements in department functions as it relates to the educational services. · Shares expertise and provides support to other educational staff members. · Performs a variety of other related duties requested by the department or the school, and complies with all local, state, and federal laws and regulations. Qualifications · Bachelor's and or Master's degree in Special Education; certification or eligible for certification from the Rhode Island Department of Education · Able to function as an effective member of the interdisciplinary team.

REPORTS TO: Program Administrator and Director of Special Education WORK YEAR REQUIREMENTS: 185-day school year RESPONSIBILITIES: Review/revise content area curriculum yearly Instruct students in the general core content areas curriculum Prepare individualized study plans and IEPs / 504s utilizing the CCSS in conjunction with administration, staff and families Attend IEP and other meetings to present students' current levels of performance and identify future needs Work with other service providers (i.e. speech/language, OT, PT, etc.) to ensure coordination of efforts and to maximize positive outcomes for children Communicate expectations, outcomes and daily progress on a regular basis to students, staff and, especially, families Help develop, modify and implement school-wide structures and procedures that will enable children with social/emotional/mental health needs to succeed in school and community Collect data as needed to monitor efficacy of individual behavioral programs and use data to inform instruction Work directly with Program Administrator, Social Worker, and Program Behavioral Specialists/Teacher Assistants to support at-risk students to help them develop appropriate behaviors and conflict resolution skills Support students in their efforts to complete classroom work and to achieve their annual and long-term academic goals Perform duties as assigned by the Program Administrator/Assistant Director of Special Education and Executive Director Requirements QUALIFICATIONS: Certification from the Rhode Island Department of Education in Special Education Knowledge of, and experience with multiple teaching techniques and methods to modify classroom instruction to meet students' needs. Relevant work experience and effectiveness with a population that exhibits challenging behaviors Knowledge and understanding of health, safety and emergency procedures in a school environment Training and competency in Non-Violent Crisis Intervention or ability to successfully complete training on hire West Bay Collaborative is an Equal Opportunity/Affirmative Action Employer

Saratoga Medical is hiring a Special Educator (Mild/Moderate or Severe Intellectual Disability, Pre-K-12) in Providence, RI. Package includes competitive rate, paid time off and benefit options. Saratoga Medical has an exciting opportunity for a Special Educator (Mild/Moderate or Severe Intellectual Disability, Pre-K-12) at Providence, RI. This is a great full-time opportunity. Please see qualifications below and submit your resume if you are interested in being considered. Qualifications: * Bachelor's or Master's degree in Special Education or related field. * Valid Rhode Island Department of Education (RIDE) certification in Special Education (Mild/Moderate or Severe Intellectual Disability). * Experience working with students with disabilities, preferably in an urban or diverse setting. * Knowledge of IDEA, IEP processes, and evidence-based instructional strategies. * Strong collaboration, communication, and organizational skills. * Proficiency in data-driven instruction and educational technology. Saratoga Medical Center, Inc. is an equal opportunity employer and will not discriminate in recruiting, hiring, training, promotion, transfer, discharge, compensation or any other term or condition of employment on the basis of race, religion, color, age (over age 39), sex, national origin, or on the basis of disability if the employee can perform the essential functions of the job, with a reasonable accommodation if necessary.

Job Details Warwick, RIDescription General Summary: Teach students with significant emotional/behavioral disorders in a clinical day-school setting. Develop and monitor student Individual Education Programs (IEP) in accordance with Department of Education regulations and standards Essential Responsibilities: Develop content specific lesson plans in accordance with established curriculum and Department of Education Grade Span Expectations and Grade Level Expectations. Teach academic courses as assigned, in correlation with written lesson plans. Develop and monitor appropriate academic goals and short term objectives for student's Individual Educational Programs (IEP). Conduct Educational Assessments, as warranted. Provide behavioral support and follow established behavior management plans with students. Maintain a daily grade/participation record and report academic progress quarterly in a manner consistent with Thrive standards. Assist with the physical management of physically aggressive or violent students. Completing all appropriate documentation per Department of Education regulations. Engage students in an appropriate manner and use appropriate reinforcement techniques. Attend and participate in daily multidisciplinary team meetings (debrief) and weekly staff meetings. Additional Responsibilities: Attend all agency/department required training and meetings within the prescribed period. Attend all Safety Training programs and be able to describe his/her responsibilities related to the general safety, department safety, and specific job-related hazards and responsibilities. Demonstrate respect and regard for the dignity of all clients, families, visitors and fellow employees to ensure a professional, responsible and courteous environment. Embrace Thrive's Diversity, Equity and Inclusion Mission Statement and Definitions. Present a neat appearance in proper attire and identification as required by the position, department and agency policies and procedures. Work the hours and/or shifts assigned, and begin and end on time. Carry and enliven a positive Thrive image consistent with the Thrive's Guiding Principles and professional code of ethics Function, as member of a team, i.e., be a “Team Player”. Qualifications Education, Experience and Competencies: Bachelor's Degree in Teaching or Education. Experience working with children who have behavioral or emotional disabilities. Certifications, Licenses Requirements: Rhode Island Teaching certificate in K-12. Certification in Special Education preferred. Valid driver's license and automobile insurance which meets Rhode Island minimum standards required, or the ability to obtain necessary transportation in order to perform the responsibilities/tasks of the job.

Warwick Public Schools has a need for an Elementary School teacher. Must be a certified Elementary teacher - grades K-6 Location: Warwick Neck Elementary For immediate consideration, please apply today. Please be sure your profile includes transcripts, three reference letters, a copy of your praxis or NTE scores and a copy of your Rhode Island Teaching certificate.

BVP is an intentionally diverse network of tuition-free public charter schools. As a founding member of the National Coalition of Diverse Charter Schools, BVP offers a high-quality school choice to the families of Central Falls, Cumberland, Lincoln, and Pawtucket. The mission of Blackstone Valley Prep is to prepare every scholar to achieve their goals for college and the world beyond. BVP's scholars will graduate empowered as learners, individuals, and community members to access opportunities and break down barriers. Apart from academics, we believe that preparing scholars for the world beyond also means experiencing the diversity of the world we live in today. Our network is designed to be diverse, accepting students from the four communities that share a region but differ substantially in their socio-economic, racial, and ethnic demographics. We seek to create a staff with a similarly diverse set of backgrounds and experiences that reflect that of our students, families, and communities. Blackstone Valley Prep (BVP) Mayoral Academy is now hiring dedicated team members who are willing to do whatever it takes to put all scholars on a path to college. Successful candidates should understand and advocate for the importance of equity in classrooms, curriculums, and throughout school systems. Learn more about why BVP is different. Expectations of a BVP Team Member include (but are not limited to): Acts on the belief that 100% of scholars can be successful in college and the world beyond Embraces the diversity of the BVP community by fostering an environment of respect and inclusion while actively working to build an equitable school community Cultivates the social and personal skills that will serve scholars' in a complex world. Engages meaningfully in school and network professional growth opportunities and enhances professional growth by giving and seeking assistance from other team members Acts ethically and with integrity while following all school, network, and state policies Engages families as partners in scholar success while recognizing and respecting differences in family backgrounds, structures, and cultures Attends mandatory professional development and family meet and greets Opportunities and Benefits for a BVP Team Member include (but are not limited to): Competitive salary range commensurate with experience and comprehensive medical and dental plan* Internal hiring to capitalize on strengths and interests Collaborative, team-driven culture Instructional coaching Referral bonuses Ongoing opportunities for professional development and tuition reimbursement for all employees All staff members receive a minimum of 7 personal days per year 401(k) retirement plan that is 100% vested immediately with an employer match of 5% Generous parental leave benefits (paid time off, extended leave available, etc.) Flexible spending accounts for health and dependent care (matched) Longevity Bonuses Impact Factors (additional compensation for shared experiences and education/certification beyond what is required) School-aged children of BVP employees receive preference in enrollment (restrictions apply) Paid summer opportunities *BVP has a policy not to negotiate on salaries. Allowing for negotiations undermines the economic equity we strive for as an organization. We endeavor to pay people well and appreciate our employees. Our transparent salary scale is based on the experience, competencies, and responsibilities required to thrive in this role. Transitional Learning Center/Special Class Special Educators are expected to: Provide direct instruction in a special class integrated in a school building and address academic, social-emotional, and functional goals for identified scholars in regards to their specific IEP Goals Possess skills and experience in teaching, case management, behavior management, and intervention techniques Be skilled in the use of Functional Behavioral Assessment and Behavior Intervention Plans as well as writing Individualized Education Plans Be skilled in supporting students with various communication needs; using assistive technology and low-tech options to support both functional and academic communication skills Be comfortable with the use of physical intervention (as a last resort) and MUST be willing to be CPI certified Participate in departmental meetings, family engagement activities, and whole-school professional development opportunities Establish clear expectations for systems and routines that align to the TLC Program Vision Design accommodations and modifications for instruction based on scholar need (including general education classroom lessons and assessments and modified curriculum, when appropriate) and implements the instruction of these lessons Collaborate with general educators, aides, and related service providers on the implementation of accommodations, modifications, and services Monitor, implement, and evaluate BVP Support Plans (ex. communication plans, toileting, behavior intervention plans, PCA, or IA plans, etc.) as required based on individual scholar needs. Oversee support staff assigned to the classroom, providing on-site direction and training, as required, to address the academic, social-emotional and functional needs of individual students. This may include: Providing real-time feedback to staff as needed Observing and providing written feedback to staff Meeting with coachees (pod-style or individually) weekly or biweekly to support development of staff These times should be arranged with your school-based coach to ensure adequate staffing of the TLC room during coaching meetings Facilitates the Alternate Assessment process for assigned students, including completing evaluations and Alternate Assessment paperwork, implementing modified curriculum, aligning IEPs to Essential Elements, and facilitating the Dynamic Learning Maps yearly assessment Maintain ongoing professional communication with families and outside providers, as applicable Maintain compliance with special education regulations and case management responsibilities Create differentiated schedules for students and staff within the TLC room. Regularly adjusting schedules based on student and staffing needs. Case management services Qualifications: Successful applicants must hold an appropriate Rhode Island Special Educator certification by their date of hire. Special Education-Severe Intellectual Disability preferred. Rhode Island offers reciprocity with over 30 states across the country. Learn more here. At least 3 years of experience working as a special educator strongly preferred CPI certification or willingness to acquire through training preferred Compensation Range: Refer to Teacher STEP Scale In addition, eligible candidates may be considered for a leadership stipend with additional work expectations during August and throughout the school year To Apply: Please submit your resume, professional references' contact information, and a cover letter highlighting your alignment with our mission online. If your position requires certification or licensure please be sure to upload it. Due to the high volume of applications we receive, we regretfully can only respond to those candidates who best meet the requirements of a specific position or whose backgrounds are generally applicable to our team. If you are selected to advance in the hiring process, you will be contacted by a BVP team member. Blackstone Valley Prep Mayoral Academy does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, gender identity, disability, age, or ancestry. Required Skills

Foster-Glocester Regional School District is currently accepting applications for a highly effective teacher, who wants to teach in a 1:1 technology rich environment to advance learning and teaching in our high-performing high school. Located in scenic Northwest Rhode Island, Ponaganset High School sits on more than 140 acres of a living campus that supports learning in and out of school. Our comprehensive high school has strong academic, art, music, elective, and athletic programs and serves approximately 770 students in grades 9-12. Our students and teachers have the benefit of learning and teaching in a environment that is well resourced with instructional materials. Through sound fiscal management our school district has been able to reallocate resources to meet student and adult needs. We have added numerous courses designed to prepare our students for college and careers. During the 2015-2016 all students in our high school were issued a Window 10 laptop making our high school 1:1 blended learning environments. We are actively working to concurrently prepare our students for college and careers. To that end, we organized programs of studies into College and Career Pathways that lead to college credit and/or industry certification. We currently have seven RIDE approved pathways: 1) Engineering (includes robotics), 2) BioMedical Sciences, 3) Plant and Animal Biosciences, 4) Computer Science and Informational Technology (includes gaming), 5) Music and Performing Arts, 6) Materials and Manufacturing, and 7) Visual Arts. Over the past six years we invested more than $500,000 in equipment to support these pathways and our academic programs. Our school has built in common planning time for teachers, student personalization groups, and supports for students who are struggling and students who excel. We are actively rewriting curricula in the academic core and in our student choice courses. In order to enhance learning and teaching we implemented a Learning Management System (LMS) and grade book that can be accessed by parents. Our LMS, provides a virtual space for student and teacher collaboration and enables teachers and staff to produce digital assignments, to communicate with students and families, and to run analytics that provide information on student performance and the frequency and timeliness of their learning activities. Ponaganset High School is a member of the League of Innovative Schools. In March, 2010 Ponaganset High School was awarded full accreditation by NEASC for all standards.Our recently renovated high school includes a new library media center, a new field house, new science labs, and renovated engineering, manufacturing, biomedical, art, music, and general classroom facilities. We recently installed a new track, tennis courts, bleachers, and other outside athletic facilities. In short, Ponaganset High School is one of the more progressive schools in Rhode Island. For information about our schools and community please visit our website at ***************** If you are interested in educating the whole child in a collaborative, relevant, and personalized educational environment supported by technology we welcome the opportunity to meet you and learn more about how you could enhance our team. GENERAL STATEMENT OF DUTIES: The teacher works cohesively as a member of a team with staff, colleagues, and administrators to develop, implement, and continuously improve a personalized, rigorous, relevant, and collaborative learning environment supported by technology. The teacher works to ensure the school district graduates globally competitive students proficient with the 21st Century Skills and work habits needed for success in post-secondary education, careers, and life in a global economy. REPRESENTATIONAL DUTIES AND RESPONSIBILITIES: Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students, including, but not limited to, the following: • Serve as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers; • Implement learning and teaching practices, school and community supports in accordance with district and school improvement plans and the mission of the district; • Create, implement, and actively support the implementation of blended learning, project and inquiry based learning, and the integration academic content areas which purposefully increases students creativity, higher order thinking skills, collaboration, communication, and engagement; • Implement and support changes to standards-based curriculum, instruction, assessments, school structures, that align, to the extent practical, to: students college and career interests, 21st Century Skills and work habits needed for success in a global economy; • Collaboratively create and implement performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration; • Actively support the implementation of high-interest flexible pathways which prepare students for local and global labor markets and lead to college credit and/or industry certifications; • Perform the functions of the position in accordance with the RI Professional Teaching Standards • Perform the functions of the position in accordance with the RI Professional Code of Conduct • Perform the functions of the position in accordance with all laws, regulations, school district policies, mission of the district, school-based plans, and administrative priorities • Any other duties as may be assigned The intent of these posted duties is to provide a representative sample of the types of duties that the district is seeking for this position and shall not be construed as a declaration of the total duties of this position. For a full listing of the duties and responsibilities please review the classroom teacher at **************** GENERAL STATEMENT OF DUTIES / FUNCTION: The teacher works cohesively as a member of a team with staff, colleagues, and administrators and to improve the learning and achievement of all students by implementing reading instructional practices; and to implement a personalized, rigorous, relevant, and collaborative learning environment supported by technology. SUPERVISION RECEIVED: Works under the supervision of school and district administrators with latitude to exercise independent professional judgment that supports the mission of the district and school. Work is subject to periodic review and evidence of ongoing professional growth is required. Job performance will be evaluated per the RIDE guidelines and district policy for adherence to professional standards of conduct and quality. REPRESENTATIONAL DUTIES AND RESPONSIBILITIES: Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students, including, but not limited to, the following: • Serves as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers; • Implements learning and teaching practices, school and community supports in accordance with district and school improvement plans and the mission of the district; • Creates, implements, and actively supports the implementation of blended learning, project and inquiry based learning, and the integration academic content areas which purposefully increases students creativity, higher order thinking skills, collaboration, communication, and engagement; • Diagnoses, assesses, prescribes, and evaluates the reading needs of individual students to determine reading levels, types of needs, monitor student progress and share assessment results and recommendations to school team and parents; • Develops and implements research-based interventions to students in Tier II and Tier III literacy ramp-up programs using a pullout and push-in model of individual and small group instruction; • Serves on MTSS team and consults with content teachers, special educators, parents and students - advising on student literacy needs and the implementation of strategies to enhance student literacy skills; • Supports classroom teachers by collaborating on lesson/unit plans, finding resources, implementing research based interventions and/or practices, and assisting with Learning Walks; • Provides knowledge and resources to classroom teachers about learning and teaching literacy - including teaching strategies; assessment techniques; assessment of reading and writing skills, interpretation of assessment results; classroom routines; and practices that promote literacy, among others; • Collaboratively creates and implements performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration; • Disseminates accurate and positive information about the schools' and district's goals and initiatives in a variety of print and electronic formats; • Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district; • Supports the development of budgets that purposefully target fiscal and human resources to provide a high-quality education aligned with the priorities and mission of the school and district; • Exhibits attributes of reliable attendance, promptness, dependability, and professional ethics. • Uses effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); • Completes all requested forms, reports, and data collections in an accurate and timely manner; • Performs all duties spelled out in the of a classroom teacher; • Performs the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, the mission of the district, school-based plans, and administrative directives / priorities / requests; and • Performs other duties as may be assigned and/or necessary to perform the functions of the position. The intent of these posted duties is to provide a representative sample of the types of duties that the district is seeking for this position and shall not be construed as a declaration of the total duties of this position. The complete list of qualifications and anticipated duties can be found online in the “Teacher - Reading Teacher 2016” job description at: http://****************/jobdescriptions.

The Coordinator of Special Education is responsible for the supervision of special education staff. The Coordinator will serve as the LEA representative at Evaluation Team Meetings and IEP Team meetings for in-district, parentally placed students, as well as out of district students. The coordinator works with the Building Administrator and Director of Pupil Personnel Services to ensure that the provision of special education and related services to students with Individual Education Programs (IEP) is provided. The Coordinator of Special Education fosters collaboration in the department and recognizes the accomplishment of departmental members. Depth of knowledge regarding special education law, processes and procedures, exceptional leadership and communication skills are paramount. 'Assists in the recruitment, selection and assignment of special education personnel 'Works with the leadership team to identify/organize professional development needs and activities for the school community in addition to participating in relevant professional development opportunities •Works with building leadership team and the Director of Pupil Personnel Services to develop and implement efficient and effective service delivery models reflecting best practice 'Fosters collaboration between special education and general education as it pertains to teaching, learning and assessment 'Works with the Building Administrator and Director of Pupil Personnel Services to develop an annual budget for special education personnel and expenditures 'Assists the Director of Pupil Personnel Services in the preparation and revision of school documents (PPS forms, Special Education Guidebook, etc.) 'Collaborates with building administrators and department chairs to prepare state testing administration schedule and assists with testing accommodation needs for students with IEPs 0Meets regularly with building administration and other department chairs on the Leadership Team to address short and long term needs 'Aides in developing school policies in collaboration with building administrators •Support programming development and instructional improvement in collaboration with building administrators oWorks with the Building Administrator/Dept Chair and School Counselors in preparing for course registration and to develop student and special education staff schedules 'Plans for and contributes to effective transitions for new students and their families. •Conducts site visits for out of district students when necessary 'Acts as LEA for Out of District students 'Assigns caseloads to special educators inclusive of parentally placed students 'Monitors class sizes and caseloads in preparation for staff projections 'Communicates effectively with parents and staff •Coordinates Evaluation Team agendas and paperwork 'When needed will complete educational evaluations of students 'Ensures that IEPs meet all regulatory and district standards, are written to reflect best practices, reflect high quality programming and are implemented with fidelity •Maintains electronic files in special education platform 'Provide coaching and feedback to special education staff regarding processes and programming related to special education 'Supervise special education staff to ensure district complies with all federal and state regulations related to special education 'Assumes other duties as assigned by the Director of Pupil Personnel Services MINIMUM REQUIREMENTS - In addition, the position requires: 'Recent (minimum 1 - 3 years) experience as an LEA 'Special Education Certification required. 'Administration certification preferred 'Experience as a facilitative leader 'Master's Degree preferred 'Collaborates well with colleagues of diverse backgrounds on pedagogical approaches, curricular alignment, and instructional strategies. 'Support a vision that reflects an ALL STUDENTS classroom program. 'Knowledge of curriculum, standards, and performance assessments. 'Knowledge of Specially Designed Instruction •Knowledge of common educational tests used for assessments for special education 'Ability to facilitate and navigate difficult conversations with staff and families •Proficiency in developing all aspects of an IEP 'Proficient understanding of M TSS (SEL/academics) as well as M TSS interventions 'Proficiency with Google Suite 'Ability to organize and schedule oneself in an effective and efficient manner 'Demonstrates knowledge of Federal and State Regulations governing the Individuals Disabilities Education Act •Demonstrated ability in using technology to support teaching & learning. •Demonstrated ability with planning, coordinating & validating instructional innovation efforts. •Ability to work well with colleagues, parents, students, & administrators. 'Demonstrate exemplary oral and written communication as well as active listening skills 'Growth Mindset. 'Current Fingerprint Based National BCI Check 'Such alternatives to the above qualifications as the Screening Committee or Superintendent may find appropriate

North Providence Public Schools is now accepting applications for day-to-day Substitute Teachers. Preference will be given to applicants who are certified by the Rhode Island Department of Education. Substitute Teacher Pay Schedule

Certified Teacher in "Technology Education" II.Function: The Classroom Teacher creates a nurturing learning environment to facilitate the personal, social and intellectual development of students. In order to respond to the individual needs and abilities of students, the Classroom Teacher works closely with other staff and District administration. III.Reports To: Principal/Building Administrator IV.Minimum Qualifications: Current RI Teaching Certificate in "Technology Education" V.Summary of Essential Functions: •Facilitate the personal, social and intellectual development of students. •Establish a nurturing learning environment and respond to the individual needs of students. •Implement useful assessment measures. •Select and use effective instructional methods and learning materials •Establish a cooperative relationship with all assigned students •Maintain open lines of communication with parents/guardians. •Engage in professional growth activities through an ongoing program of job-related knowledge and skill development. •Work collaboratively to achieve the overall philosophy and mission of the District. •Adhere to a strict policy of complete confidentiality for all student information. VI.Performance and Responsibilities: In accordance with the Rhode Island Professional Teaching Standards and the Rhode Island Code of Professional Responsibility. VII.Standards of Practice and Expectations of Certified Teaching Personnel Expectation of Contribution to Overall Operation of the Building: a.Assume some responsibility for correcting pupils' misbehavior outside of the classroom, i.e. in the lavatory, etc. b.Coordinate and participate in school-wide projects such as RIF, assembly programs, school clean-up programs, etc. c.For secondary teachers, be in classrooms when pupils enter in the morning and re-enter from lunch. At the elementary level, meet and escort students at building entrances in morning and following recess and lunch and/or other times when entire class moves within building. d.Cover classes (according to contractual guidelines). e.Remain at doors during student passing time to supervise in those buildings that operate in a departmentalized organizational structured f.Distribute various school related communications. g.See that classroom is left in proper and secure order at the end of the school day. h.Clean up after themselves in the faculty room. i.Recess and lunch duties. Expected Professional Competencies: a.Keep abreast of new curriculum trends and become involved in professional organizations and have a firm grasp of all curriculum areas that they teach. b.Stress positivism and enthusiasm in the classroom and maintain a classroom attitude and atmosphere conducive to positive learning experiences. c.Attempt to meet individual needs of all children with an empathetic/supportive attitude toward special education students. d.Have goals and objectives of the course they are teaching. e.Ability to provide basic counseling assistance to students in need of direction and assist them with personal as well as educational problems. Expected Routine Classroom Duties and Responsibilities: a.Maintain a substitute folder which will include updated daily lesson plans, class seating plan, teacher's schedule, time schedule, daily routine for attendance, collecting mild and lunch money, etc., fire drill procedure, Reading and Math groups, students' individual health problems, a list of dependable students, students who need more supervision, emergency set of copies to get the class started, other information that will help the substitute teacher. b.Be alert to the health needs of the students; alert to signs of eyestrain, hearing loss, child abuse and neglect, improper seating, etc. c.Maintain proper discipline in the classroom, handle routine discipline, and have ability to implement problem solving techniques that are effective and realistic. d.Should not, under any circumstances, leave the classroom with students in it unless supervision has been arranged. e.Correct all work and worksheets assigned to students. f.Concern with general welfare of student. g.Participate in the grade reporting system as established in the building, have a good system of student evaluation, and maintain a significant number of scores in each subject (both formative and summative assessments to verify a student's progress in school. Expected Parent and Community (External) Relations: a.Strive for better public relations in the community with parent groups and community movements, show interest in attending school related functions, in-service meetings, curriculum study meetings, and work on district-wide curriculum committees. b.Respond within a reasonable time frame to a parental request... Maintenance of Expected Internal Relationships: a.Keep lines of communication open between/among teachers/parents/students/principal. b.Dress in such a manner as to provide an example of neatness and good grooming for the students. c.Work with specialists in providing programs for mainstreamed students and work cooperatively with PPS and agency personnel. Administrative Expectations: a.Report to school at the contractual time and be available to the designated teaching station. b.Carry state registers outdoors during fire drills. c.Fulfillment of appropriate cumulative folders, permanent record cards, etc. d.Notify parents whenever their child is to be kept after school for misbehaving. e.Collect various returns, such as insurance returns, picture returns, PTA membership forms, etc. f.Distribute various school related communications. g.Call designated source as early as possible to advise of the necessity to be absent. h. Sign out whenever it is necessary to leave the building during working hours. i.Check mailboxes and email daily. j.Comply with all established policies and procedures as outlined by the School committee and Administration. k.Attend monthly faculty, common planning time, professional development or other meetings outline in the contract. l.Others as added essential to the safety, well-being and efficient operation of the educational program. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. VIII.Terms of Employment: As per the Agreement between the Cranston School Committee and the Cranston Teachers' Alliance.

Student Support Services/LD/ED Teacher The Pawtucket School Department is seeking a special educator Grade K Intensive in the elementary school setting. EXEMPLARY DUTIES AND RESPONSIBILITIES: •Provide specialized and individualized instruction for students with disabilities, consistent state education requirements and the students IEP. •Positive professional and respectful conduct when communicating with professionals, students and parents. •On-going documentation of student progress, lesson planning and communication with both parents and professionals •Participate in developing schedules for assigned caseload of students to insure that all services required in the student's IEP are accessed. •Development of IEPs for students in accordance with the IDEA, based on student evaluation results and student individualized need. •Serve as a leader of the IEP team for assigned student caseload. •Attendance and participation in Common Planning meetings with other members of the faculty. •Communicates effectively with the school community, parents and administrators. •Works collaboratively with teachers, support personnel, parents and administrators in advocating for students and providing necessary accommodations and modifications, as outlined in student's IEPs. •Attends school and district-level meetings and completes other related activities as required by the Administration •Maintains accurate and timely special education and student records. •Collaborates effectively, with teams of professionals, students and parents, to problem-solve and resolve ongoing student concerns. •Participate as a member of the evaluation and RTI teams, as pertains to assigned student caseload. •Monitor student progress on IEPs, Behavior Plans, and Common Core standards and reports progress in a timely and effective manner to other members of the school team and parents. •Attendance in all mandated Professional Development opportunities. •Assumes other responsibilities as directed by the Special Education Director or Building Principal. IS KNOWLEDGEABLE OF: •Common Core Standards and NECAP/PARCC assessment. •The related laws of Rhode Island, as they relate to IDEA and ADA requirements, regulations and procedures of the Pawtucket School Department and the Rhode Island Department of Education; •Instructional materials and their relationship to program goals and objectives; •Principles of effective management and evaluation of instruction; •Principles of learning; principles of effective instruction; •Assessment administration and use, both formative and summative; •School accountability; •Data analysis techniques; •Response to intervention (academic and behavioral); •Professional learning community organization and protocols; SKILLED AT: •Public speaking; writing; listening; problem-solving; dispute resolution and providing direction; •Working with individuals and groups; •Research and data analysis; •Interpersonal skills; •Teaching and presenting; •Use of instructional technology; •Observing and understanding effective teaching techniques; •Being innovative and working with little direction; •Leadership; •Establishing and maintaining effective working relationships with those contacted in the course of work; LICENSE/CERTIFICATE: •Possession of, or ability to obtain, a valid driver's license; •RI teaching certificate in the area of Elementary/Middle Special Education Teacher, Grades K-8 and Elementary Education K-6. DESIRABLE QUALIFICATIONS: •Experience in working with students from urban area •Desire to work with middle school students and young adults. •Experience working with students with Autism and behavioral/social/emotional challenges. •Experience with diversity preferred. •Successful experience teaching. COMPENSATION/BENEFITS: •Full PSD benefits package. •Salary will be that of teacher and commensurate with experience. Full PSD compensation package. •Requirement to work some of their required days in the summer for training. •Citizenship, residency or work VISA in United States required. THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR. ');

Job Description As a Special Education Teacher, you will use a multi-sensory approach to provide students a rigorous curriculum in a flexible, differentiated manner that focuses on their unique learning styles. Under the direction of the Clinical Director and Director of Special Education, you will be part of a team that tracks and monitors students' progress and adjust programming to create a situation that will allow the student to progress academically. Classroom: Middle School Alternate Assessment Hours: 7:30am-3:30pm Responsibilities · Assesses, supervises or approves the educational needs of the student · Prepares daily lesson plans consistent with evaluations and /or IEP's and overall education plan. · Generates lesson plans no later than the second day of educational programming. · Writes, review and update lesson plans to reflect all major areas of instruction appropriate to the academic level of each student. · Is responsible for maintaining a classroom environment conducive to learning. · As required, is responsible for IEP preparation and presentation. · Demonstrates the ability to function as an effective member of the interdisciplinary team. · Uses expertise of team members in planning and implementing educational and behavioral programs when appropriate. · Assists other team members in interpreting evaluation of findings. · Participates actively in departmental staff meetings. · Suggests improvements in department functions as it relates to the educational services. · Shares expertise and provides support to other educational staff members. · Performs a variety of other related duties requested by the department or the school, and complies with all local, state, and federal laws and regulations. Qualifications · Bachelor's and or Master's degree in Special Education; certification or eligible for certification from the Rhode Island Department of Education · Able to function as an effective member of the interdisciplinary team. Powered by JazzHR DZTjT11Mbd

PLACEMENT: Primary School REPORTS TO: Program Administrator/Assistant Director of Special Education/Director of Special Education WORK YEAR REQUIREMENTS: 185-day school year RESPONSIBILITIES: Review/revise content area curriculum yearly Instruct students in the general core content areas curriculum Prepare individualized study plans and IEPs / 504s utilizing the CCSS in conjunction with administration, staff and families Attend IEP and other meetings to present students' current levels of performance and identify future needs Work with other service providers (i.e. speech/language, OT, PT, etc.) to ensure coordination of efforts and to maximize positive outcomes for children Communicate expectations, outcomes and daily progress on a regular basis to students, staff and, especially, families Help develop, modify and implement school-wide structures and procedures that will enable children with social/emotional/mental health needs to succeed in school and community Collect data as needed to monitor efficacy of individual behavioral programs and use data to inform instruction Work directly with Program Administrator, Social Worker, and Program Behavioral Specialists/Teacher Assistants to support at-risk students to help them develop appropriate behaviors and conflict resolution skills Support students in their efforts to complete classroom work and to achieve their annual and long-term academic goals Perform duties as assigned by the Program Administrator/Assistant Director of Special Education and Executive Director Requirements QUALIFICATIONS: Dual certification from the Rhode Island Department of Education in Special Education and Elementary Education Knowledge of, and experience with multiple teaching techniques and methods to modify classroom instruction to meet students' needs. Relevant work experience and effectiveness with a population that exhibits challenging behaviors Knowledge and understanding of health, safety and emergency procedures in a school environment Training and competency in Non-Violent Crisis Intervention or ability to successfully complete training on hire West Bay Collaborative is an Equal Opportunity/Affirmative Action Employer

Do you want to make a positive difference in the lives of people that are challenged with Physical and Mental challenges ? Do you want to join a high-performing team of dedicated professionals who work effectively together, have fun, and share the joy of truly making the word a better place? Through the dedication and commitment of our staff, Thrive's clients receive the highest quality of care available, incorporating proven, effective treatment for substance use and mental health disorders. The ideal candidate will be results-driven, team-and detail-oriented professional who is comfortable working on multiple tasks in a deadline-oriented environment. GENERAL SUMMARY: Teach students with significant emotional/behavioral disorders in a clinical day-school setting. Develop and monitor student Individual Education Programs (IEP) in accordance with Department of Education regulations and standards. ESSENTIAL RESPONSIBILITIES/TASKS: Develop content specific lesson plans in accordance with established curriculum and Department of Education Grade Span Expectations and Grade Level Expectations. Teach academic courses as assigned, in correlation with written lesson plans. Develop and monitor appropriate academic goals and short term objectives for student's Individual Educational Programs (IEP). Conduct Educational Assessments, as warranted. Provide behavioral support and follow established behavior management plans with students. Maintain a daily grade/participation record and report academic progress quarterly in a manner consistent with center standards. Assist with the physical management of physically aggressive or violent students. Completing all appropriate documentation per Department of Education regulations. Engage students in an appropriate manner and use appropriate reinforcement techniques. Attend and participate in daily multidisciplinary team meetings (debrief) and weekly staff meetings. EDUCATION AND/OR EXPERIENCE: Bachelor's Degree in Teaching or Education. Experience working with children who have behavioral or emotional disabilities. CERTIFICATIONS, LICENSES, REGISTRATIONS: Rhode Island Teaching certificate in K-12. Certification in Special Education preferred. Valid driver's license and automobile insurance which meets Rhode Island minimum standards required, or the ability to obtain necessary transportation in order to perform the responsibilities/tasks of the job. Benefits: Thrive Behavioral Health provides a friendly/family working environment, whose values include Dignity, Respect, Teamwork and Professional Support and Development. Thrive offers generous benefits after 30 days, PTO, paid holidays, your birthday off, and a 401k plan. If you are excited to join Thrive Behavioral Health, go to ******************************************** to learn more about our career opportunities. ****************** EEO/VET/LGBTQ+ Employer

Warwick Public Schools has a need for long term Special Education Certified substitute teacher. For immediate consideration, please apply today. Please be sure your profile includes transcripts, three reference letters, a copy of your praxis or NTE scores and a copy of your Rhode Island Teaching certificate.

Health Teacher - Long-term Substitute RIDE certified Start: December 17, 2025 - approx. March 11, 2026 National BCI required

As a Special Education Teacher, you will use a multi-sensory approach to provide students a rigorous curriculum in a flexible, differentiated manner that focuses on their unique learning styles. Under the direction of the Clinical Director and Director of Special Education, you will be part of a team that tracks and monitors students' progress and adjust programming to create a situation that will allow the student to progress academically. Classroom: Middle School Alternate Assessment Hours: 7:30am-3:30pm Responsibilities · Assesses, supervises or approves the educational needs of the student · Prepares daily lesson plans consistent with evaluations and /or IEP's and overall education plan. · Generates lesson plans no later than the second day of educational programming. · Writes, review and update lesson plans to reflect all major areas of instruction appropriate to the academic level of each student. · Is responsible for maintaining a classroom environment conducive to learning. · As required, is responsible for IEP preparation and presentation. · Demonstrates the ability to function as an effective member of the interdisciplinary team. · Uses expertise of team members in planning and implementing educational and behavioral programs when appropriate. · Assists other team members in interpreting evaluation of findings. · Participates actively in departmental staff meetings. · Suggests improvements in department functions as it relates to the educational services. · Shares expertise and provides support to other educational staff members. · Performs a variety of other related duties requested by the department or the school, and complies with all local, state, and federal laws and regulations. Qualifications · Bachelor's and or Master's degree in Special Education; certification or eligible for certification from the Rhode Island Department of Education · Able to function as an effective member of the interdisciplinary team.

Elementary School Teaching/Physical Education Summary Description: The Pawtucket School Department is seeking a physical education/health teacher. Under the direction of the school administrator, the physical education teacher will implement the physical education/ health curriculum. Exemplary Duties and Responsibilities: •Plans and provides appropriate learning experiences for students •Provides an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure Success for Every Student. •Guides the learning process toward the achievement of curriculum goals •Establishes clear objectives for all lessons, units, projects, and communicates these objectives to students and parents •Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor •Monitors and evaluates student outcomes. •Develops, selects and modifies instructional plans and materials to meet the needs of all students •Maintains appropriate records and follows required procedures and practices •Monitors appropriate use and care of equipment, materials and facilities •Participates in meetings, workshops and seminars for the purpose of conveying and/or gathering information required to perform functions. •Prepares a wide variety of written materials for the purpose of documenting activities, providing written reference, and/or conveying information •Communicates and interacts with students, staff, parents and the community •Supervises students in a variety of school related settings Is Knowledgeable of and Skilled at: •Instructional techniques •Assessment techniques •Differentiated instruction techniques •Managing classroom procedures and behaviors •Organizes physical space to create a safe, accessible, and resource-rich environment •Preparing and maintaining accurate records •RTI (Response to intervention) •PBIS (Positive Behavior Intervention Support) •Cultural competency •Subject area, grade level, and or credential area of teaching (e.g. special education, math, science, physical education, etc.) •Conflict resolution •Ability is also required to work with a significant diversity of individuals and/or groups •Able to work effectively with administrators, colleagues, central office, school based staff, students parents and the community •Work with data of varied types and/or purposes; and utilize job-related equipment. •Independent problem solving is required to analyze issues and create action plans •Meeting deadlines and schedules; working as part of a team •Reflective practitioner; strives to maintain and improve professional competence Licensure/ Certificate Requirements: •Valid RI Teaching License in All Grades Physical Education Teacher, Grades PK-12, All Grades Health Teacher, Grades PK-12 and All Grades Adapted Physical Education Teacher, Grades PK-12. •A Bachelor's Degree from an accredited college or university Desirable Qualifications: •Minimum two years teaching experience preferred.