Job Description
Job Description
The Bridgewater-Raynham Regional School District is seeking a Special Education Teacher for the Transition Program.
Job Responsibilities:
Additional Requirements:
Applicants should be DESE Licensed in Moderate Disabilities, 5-12; (or equivalent) SEI Endorsement preferred.
The mission of the Bridgewater-Raynham Regional School District is to provide excellence in education for all students in an environment that values the individual. Our District is focusing its efforts to build an organization based on equity, inclusion and belonging for all students, their families, staff, and community members, by promoting the ideals of embracing differences and elevating them as opportunities. Our District recognizes that the existing systems disproportionately impact the most marginalized students and communities in our society. We believe that these marginalized voices must be centered and amplified in our work so that all feel that they are welcomed, respected, supported, and valued.
We are aiming to eliminate practices, policies and processes that impede our ability to be a diverse and inclusive employer of choice. We are committed to identifying areas of underrepresentation and working to develop strategies that will remedy underrepresentation and/or demonstrate "good faith" efforts toward a remedy. For this reason, we strongly encourage applications from candidates with diverse backgrounds.
The Bridgewater-Raynham Regional School District is seeking a Special Education Teacher for the Transition Program.
Job Responsibilities:
- Facilitates transition programming (administers achievement assessments, career skill and interest inventories, conducts career exploration activities, and provides vocational programming) for students who are eligible for special education services and for whom the IEP team has established transition goals and objectives
- Communicates with parents, students, staff, community/adult service providers and agencies about issues related to the successful transition of special education students into post-secondary adult life.
- Program Development: Create and maintain a transition curriculum and post-secondary learning opportunities; develop local employment opportunities and coordinate the school's community work program for students as needed.
- Provide instruction related to, but not limited to: financial Literacy, vocational experiences, self-advocacy, executive functioning, daily living skills and community safety.
- Differentiated Instruction: Implement high-quality instruction in classroom and community settings, utilizing behavioral management techniques, support plans, and modifications/accommodations.
- Meetings: Participate actively in annual reviews, reevaluations, and Open Houses; lead parent-teacher conferences and present assessment data to the Team.
- IEP Development: Draft data-driven IEP goals focused on post-secondary outcomes. Collaborate with Teams to write and update all aspects of the IEP, including service delivery grids and Transition Planning Forms.
- Progress Monitoring: Maintain rigorous data on student progress toward IEP goals, complete data-informed progress reports
- Behavioral Support: Collaborate with BCBAs to implement behavioral interventions and support plans for students with social-emotional needs.
- Staff Leadership: Supervise, schedule, and provide feedback for teaching assistants; provide coaching and modeling to ensure instructional consistency.
- Performs any other duties assigned by the Building Principal or Special Education Administrator
Additional Requirements:
Applicants should be DESE Licensed in Moderate Disabilities, 5-12; (or equivalent) SEI Endorsement preferred.
The mission of the Bridgewater-Raynham Regional School District is to provide excellence in education for all students in an environment that values the individual. Our District is focusing its efforts to build an organization based on equity, inclusion and belonging for all students, their families, staff, and community members, by promoting the ideals of embracing differences and elevating them as opportunities. Our District recognizes that the existing systems disproportionately impact the most marginalized students and communities in our society. We believe that these marginalized voices must be centered and amplified in our work so that all feel that they are welcomed, respected, supported, and valued.
We are aiming to eliminate practices, policies and processes that impede our ability to be a diverse and inclusive employer of choice. We are committed to identifying areas of underrepresentation and working to develop strategies that will remedy underrepresentation and/or demonstrate "good faith" efforts toward a remedy. For this reason, we strongly encourage applications from candidates with diverse backgrounds.
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