Voyager Public Charter School is currently seeking a qualified Elementary and Middle School Special Education teachers for SY 24-25 (specific grade-levels to be determined at a later date).
Voyager is a K-8 Public Charter School with a 20 year track record of excellence in education. Voyager teachers collaborate in teams to develop integrated learning experiences that engage students. The school emphasizes hands-on learning and arts integration, recognizing that children often learn better by moving and doing, rather than traditional paper-pencil tasks.
In traditional schools, children are often limited in their growth by teachers or adults who are compelled to rescue and/or do things for them. At Voyager, our role as supporting adults is to nurture, support, and convey to them that, as unique human beings, they are capable and competent. From their very early school experience in kindergarten, students at Voyager are guided to set goals for themselves, reflect on their work, and give feedback to each other and to the teacher. From their beginning, students are involved in problem solving and data collection.
If you are interested in applying please send your resume. Mahalo!
VOYAGER PUBLIC CHARTER SCHOOL
SPECIAL EDUCATION TEACHER
Position Description
I. Introduction
The SPED Teacher is a teaching position under the general supervision of the School Principal with direct oversight from the team’s Leadership Committee designee (similar to a Grade Level Chairperson). Because of the unique nature of the charter school environment, the SPED Teacher is also expected to be a team player in the sense that he/she may be asked to participate in problem-solving discussions and have an active role in implementation of resulting plans. Also, since resources are limited, the SPED Teacher with creative problem solving abilities and a commitment to thinking “outside the box” will thrive in the charter school setting. While specific duties may vary depending on the grade level team assigned to, the SPED Teacher may perform any of the following:
II. Controls Over the Position
The position performs work assignments under the general direction of the School Principal. III. Qualification Requirements of the Work
A. Training and Experience:
A valid Hawaii Teacher’s License and successful completion of highly qualified (“HQ”) criteria including Praxis requirements for subject area(s) taught preferred.
A minimum of two (2) years of experience in Special Education is highly desired.
Undergraduate or Master’s degree in Special Education or Education desired.
B. Knowledge of:
1. Common Core State Standards (CCSS) in Mathematics and English Language Arts 2. Next Generation Science Standards (NGSS) or Hawaii Content and Performance Standards III (HCPS III) for Science
3. College, Career and Civic Life (C3) Framework for Social Studies State Standards or Hawaii Content and Performance Standards III (HCPS III) for Social Studies
4. Principles of academic, social, behavioral, and developmental growth of students. 5. Effective classroom management techniques and strategies
C. Ability to:
1. Provide effective, individualized instruction in a classroom setting.
2. Ability to analyze behavioral, cognitive, and academic trends for students with exceptional needs.
3. Implement effective classroom management strategies.
4. Contribute to a culture of safety, belonging and purpose within the school, where each student feels valued and cared for.
5. Collaborate with SPED department faculty and classroom teachers for planning, problem solving and coordinated implementation of lessons and learning opportunities for students.
6. Use feedback as an opportunity for growth and professional development.
7. Communicate effectively with parents, students and colleagues.
8. Carry out necessary duties with integrity, professionalism and timeliness.
9. Use a computer to access email, instructional resources, required documents/forms and collaborate with colleagues.
10. Operate general office machines such as a copier and computer.
IV. Major Duties and Responsibilities
A. Curriculum
1. Collaborate with all team members to develop an effective IEP for every student.
2. Implement all school-level curricula using resources provided.
2. Address instructional standards as determined by the school.
3. Utilize resources to address instructional standards. Resources may include school provided material, material from one’s personal inventory, material acquired through grants or donations.
4. Coordinate content with grade-level classroom teachers.
B. Instruction
Manage IEP and 504 accommodations in line with state and federal law.
Provide instruction to students with disabilities in both an inclusion and resource setting.
Implement effective teaching strategies in line with the school philosophy.
Incorporate school methodologies into teaching practice.
Differentiate instruction according to the needs of students.
Request assistance from resource personnel and administration as need, when concerns over progress arise.
C. Assessment
1. Carry out any school or state mandated assessment.
2. Report data from school assessments as requested.
3. Utilize a variety of regular assessment methods - both formative and summative - to both inform and evaluate instruction.
4. Use assessment data to inform instruction and conference with students to set goals and improvement plans.
5. Assist students in preparing for and conducting student led conferences every trimester. 6. Complete student report cards every trimester, following school guidelines for completing, distributing and archiving for school record keeping.
D. Collaboration
1. Engage with and support parents in the IEP process while handling logistics of student individualized plans.
2. Liaise with state agencies and district-level departments.
2. Collaborate regularly with SPED and grade-level team members for planning, instruction and assessment, as well as to address student needs and challenges.
3. Collaborate with school support staff (SSC, Hana No’eau team, counselor, State/District support, intervention, coordinators) to develop plans to best meet needs of students.
4. Support general ed. Classroom teachers in the implementation of student support systems.
E. Continuous Improvement and Professional Development
Participate in district training related to Special Education updates in procedures and compliance.
Confer with school administration to develop a professional improvement plan on an annual basis.
Attend professional development sessions as planned by school and follow through with any implementation expectations.
Participate in the annual Plus/Delta day where staff is invited to provide feedback on school systems and practices.
F. Voyager School Community
1. Recognize your role as a member of the Voyager School community and work together to accomplish school goals and objectives.
G. Other
1. Regular student recess or lunch duty as determined by master schedule.
2. Regular dismissal duty as determined by master schedule.
3. Attend faculty meetings, professional development days and teacher work days as determined by the school calendar.
4. Participate in team Professional Learning Community meetings.
5. Follow guidelines, procedures and expectations as outlined in the current Voyager Staff/Faculty Handbook.
Voyager Public Charter School is an equal opportunity employer.