Special Education Teachers
Grade Level: Positions available in multiple grades/courses
Start Date: August 12, 2019
A NEW, INCLUSIVE VISION FOR COMMERCE: WHO WE ARE
In the fall of 2017, the High School of Commerce (“Commerce”) entered into a year-long redesign process - bold, substantive and inclusive in nature – all to operationalize the community’s articulated desire for a more personalized Commerce experience that fostered college and career success. This redesign process – fundamentally student-centered, with existing educators and students serving as the lead drivers of the work – engaged in an extensive, nationwide discovery of the emerging and established approaches to realizing impressive results for students. This discovery lead the redesign team to put together a plan to launch a redesigned High School of Commerce, starting with a 9th Grade Pathways Program for 2018-19 and growing in each successive year.
A VALUES-ALIGNED TEAM: WHO YOU ARE
Commerce is now seeking values-aligned individuals to serve as special educators committed to equitable instruction for all learners. The essential responsibilities for these teaching roles will be guided by the following two values: AGENCY: We believe that each and every Commerce student should be empowered to pursue their fullest academic and personal potential. We believe students’ agency to become their best academic and non-academic selves should be organized around rigorous personalized pathways - a four-year arc that prioritizes career interest exploration in a student’s 9th/10th grade years and application/deepening of individual career interest in their 11th/12th grade years. With student-driven personalized pathways, a student will own the setting and the attaining of their short-, mid- and long-term academic, college, career and life goals. RELATIONSHIP: We believe that each and every Commerce student thrives in a positive, welcoming learning environment that emphasizes intentional and proactive relationship-building. Supported through an explicit and universal culture of restorative justice - prioritizing growth and atonement over punishment and separation – a student will recognize the value of and play a leading role in developing interdependent relationships, with all members of the Commerce community working collaboratively in pursuit of this vision.
Therefore, all candidates interested in pathways team roles in the redesigned Commerce should be prepared to articulate how they have lived, or aspire to live, these values of agency and relationship in realizing the following:
- Transformational Change with Your Students:
- Providing access for students to new and tangible academic/non-academic heights, so that all of your students see themselves as empowered, goal-oriented learners.
- Transformational Change with Your Mindset and Practices:
- Demonstrating openness to growing your professional mindset and instructional practices in a deliberate and adaptable manner, so that you see yourself as an empowered, goal-oriented professional.
- Transformational Change with Your Peers:
- Exercising leadership and responsibility to peers in the pursuit of a common goal, with you seeing yourself as an empowered, goal-oriented collaborator.
CAPACITY-BUILDING, RESULTS-ORIENTED ROLES: WHAT YOU WILL DO
Special educators at Commerce are practitioners who believe in the values of agency and relationship, and who are committed to the three types of transformational change noted above. Commerce is prepared – considering the centrality of these positions to the success of the school’s redesign – to invest substantially in the capacity of teachers to receive the training, coaching, and resources/infrastructure necessary to thrive.
To that end, special education teachers will engage in extensive professional learning, both as part of the larger school, with the department, and in small groups.
The teaching experience at Commerce will be unlike any other educator role in the following ways:
- Extensive opportunities for teacher leadership through a variety of “Lead Learner” roles across the school
- Explicit focus on ensuring equitable access to high-quality curriculum and pedagogy for all learners
- Intimate cohorts of teachers and students organized in community-centered “houses”
- Extensive time and support for learning through fully inclusive block classes co-taught by a core content teacher and special educator
- Extended time for ongoing collaboration within and across vertical and horizontal teams
- Opportunities to develop meaningful relationships during student- and teacher-developed “X-Blocks”
- Bachelor’s degree from an accredited college or university
- Appropriate content/program area educator license (Moderate Disabilties) and grade level (9-12) licensure from the Massachusetts Department of Elementary and Secondary Education
- Experience in Special Education preferred
- Bilingual in English and Spanish preferred
SEZP offers a competitive salary commensurate with qualifications and experience. Salaries for new teachers start at $50,500. Teachers in SEZP qualify for benefits (personal/sick days, health insurance, etc.) offered to other teachers in the Springfield Public Schools.
Positions will be filled on a rolling basis; applicants are encouraged to apply immediately. Please contact email@example.com with any questions.
Location/Region: Springfield, MA