Special Education (Behavioral)
Special Education (Self-Contained)
Special Education (ED)
School / Org:
Lincoln Elementary School
Green Bay, Wisconsin
No. of Positions:
Thursday, 30 August 2018
Open Until Filled
Green Bay Area Public Schools is seeking qualified applicants for the following position(s):
Special Education Teacher - EBD Self Contained
Location: Lincoln Elementary School
Start Date: Immediately
Description: Lincoln Elementary School has a vision to provide high quality education for all students in a positive and equitable learning environment, by instilling a passion for lifelong learning, developing perseverance, empathy and respect for all. We welcome candidates with Wisconsin DPI Special Education certification to make application to join our team. This position is for a self-contained EBD room for students in a variety of grades from 4K to 5th grade. Candidates must have extensive knowledge in behavior management strategies and techniques. The educator in this position must collaborate with regular education teachers to ensure all academic targets in the EBD room are the same as those in the regular education classrooms. This educator will also collaborate with special education staff to ensure all special education needs are met. This educator must be flexible in working with other staff to successfully transition students into regular education setting.
At Lincoln, we have an enrollment of approximately 250 students in Early Childhood-5th grade. We are a Title I school that implements AGR strategies in Grades K-3. Our classroom composition includes regular education students with significant academic and behavioral challenges, as well as students identified as: CD, EBD, Autistic, DHH, LD, EC, OT, PT, Speech/Language, and ELL. We also have a self-contained EBD room. Classroom teachers are expected to work collaboratively with the special education teacher and paraprofessionals as students are transitioning into our regular education classrooms from the self-contained EBD room. Classroom teachers work collaboratively with all staff members (Reading Recovery, Title 1, Special Education, ELL, Math Interventionists, Teaching and Learning Coach) in order to meet the learning needs of all students.
At Lincoln, we have a high percentage of students who qualify for free and reduced lunch. The significant number of our students who have experienced or are experiencing trauma in their lives requires our teachers to be highly effective in the area of classroom management and student motivation. We are also committed to frequent parent communications through our beginning of the year parent data meetings, evening PTO events, monthly classroom newsletters, post-cards, phone calls, and face-to-face conversations.
Lincoln has recently implemented a 1:1 computer device program in grades 1-5 and a 1:2 computer device program in Kindergarten. Any interested staff will need to have a strong knowledge of technology and how to effectively integrate it into their daily teaching.
If you are interested in joining the Lincoln staff, you must be committed to working in a professional learning community, using data to make instructional decisions and implementing a workshop approach.
To insure seamlessness and student success, teachers are expected to:
• have a never give up attitude;
• be willing to put the needs of the students first;
• be open to classroom observations by colleagues and other visitors so we can learn and grow together;
• have an organized classroom environment to meet the needs of the students;
• implement all components of the Language Workshop, Reading Workshop and Writing Workshops (mini-lessons, guided practice, independent practice, assisted writing, guided reading, literature discussion groups, one-on-one conferences, share time, small writing groups, read alouds, etc.)
• implement AVMR
• effectively utilize the gradual release model and differentiate instruction to meet the needs of all students;
• implement the appropriate Tier 1 intervention models in the classroom for Literacy, Math and Behavior;
• implement and support a school-wide behavior system (PBIS and CHAMPs);
• use of an assessment binder daily to track formative and summative data for all students;
• participate in data driven professional learning in order to learn new practices that will improve student learning;
• collect data more frequently for progress monitoring purposes;
• implement our School Improvement Plans;
• attend collaboration meetings with ELL, special education, and/or Title 1 teachers to provide instruction that meets the needs of each student;
• implement adaptation and behavior intervention plans;
• trained in non-violent crisis intervention;
• integration of technology across the curriculum;
• serve on various committees such as BLT and ULT;
• participate in professional learning opportunities around Literacy, Math, Behavior, Culturally Responsive Teaching, Trauma Informed Care, and PLC/CLT.
• participate regularly in coaching cycles with the teaching and learning coach.
Years of Experience: 0
Licenses: - Emotional Behavioral Disorders
Additional Requirements: - Standard Questions
- Custom Questions
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