High School Inclusive Learning (Special Education) Teacher (2025-2026)

As a High School Inclusive Learning Teacher at East Harlem Scholars Academies, your primary responsibilities include developing inclusive curriculum, providing robust instruction to students with disabilities, tracking their progress, and creating a positive classroom culture. Additionally, you will mentor a group of students as their class advisor, supporting their academic and socio-emotional growth. Collaborating with instructional leadership and grade teams, you will also engage in continuous improvement to enhance student outcomes.

To qualify for the High School Inclusive Learning Teacher position at East Harlem Scholars Academies, candidates should hold a Bachelor’s Degree or higher and possess, or be in the process of obtaining, a NYS Special Education Certification. A minimum of three years of experience in teaching special education is preferred, especially in Integrated Co-Teaching (ICT) settings. In addition, a strong commitment to anti-racist pedagogy and working with diverse student populations is essential.

East Harlem Scholars Academies prioritize the professional development of their teachers by fostering an environment of continuous learning. Teachers are encouraged to participate in ongoing training, professional learning communities, and workshops focused on best practices in inclusive education and anti-racist pedagogy. This commitment not only enhances instructional practices but also promotes personal growth and reflection among educators.

The salary range for a High School Inclusive Learning Teacher at East Harlem Scholars Academies varies based on qualifications and experience. For those holding a Bachelor’s Degree, salaries range from $66,000 to $144,000, while those with a Master’s Degree can expect between $75,000 and $150,000. In addition, the organization offers a comprehensive benefits package that further rewards educators for their commitment.

East Harlem Scholars Academies aim to significantly increase college graduation rates among East Harlem students. With a focus on racial equity and empowerment, the academies provide high-quality education and support to all students, fostering a culture where they can thrive academically and socially. The organization holds itself accountable to these values through strategic priorities that promote ethical practices, innovative curriculum, and community engagement.

When addressing diverse learning needs, I implement varied instructional strategies tailored to individual student strengths. This may include utilizing visual aids, hands-on activities, and technology to support different learning styles. Establishing collaborative learning opportunities also plays a key role in engaging each student and promoting an inclusive environment.

Behavior management is crucial in creating a positive classroom environment. I focus on building strong relationships with students, setting clear expectations, and using restorative practices to address issues. By fostering a supportive atmosphere, I encourage students to take ownership of their actions while promoting a culture of accountability and respect.

Collaboration is fundamental to my teaching approach. Engaging with colleagues allows us to share insights, develop cohesive curricula, and address challenges together. I value cooperative learning and often design projects that encourage peer interaction, fostering a sense of community and teamwork among students.

Incorporating anti-racist pedagogy involves critically examining curriculum content and its impact on student identity. I actively use texts and resources that reflect diverse perspectives, encourage open discussions about race and equity, and empower students to challenge biases, thereby fostering a classroom culture rooted in inclusivity and respect.

I implement a variety of assessment methods to measure student progress, including formative assessments, project-based evaluations, and reflective journals. Regular feedback is crucial; I involve students in self-assessment practices, promoting accountability and encouraging them to set personal academic goals.

In my previous role, I encountered students struggling with motivation. To address this, I collaborated with colleagues to create an engaging curriculum that centered on real-world applications of learning. By connecting lessons to students’ interests, we saw a marked increase in engagement and academic performance.

Building relationships with students starts with understanding their individual backgrounds and interests. I make it a priority to engage in one-on-one conversations, celebrate their achievements, and create an inclusive atmosphere where every student feels valued and heard. This connection fosters trust and encourages them to participate more actively in their learning.

East Harlem Scholars Academies' commitment to racial equity and student empowerment strongly resonates with me. The focus on supporting students from diverse backgrounds aligns with my personal and professional values. I am inspired by the academy's approach to addressing educational inequities and nurturing every child’s potential.

To ensure inclusivity, I implement Universal Design for Learning principles by providing multiple means of engagement, representation, and expression. This includes adapting materials and assessments to cater to various learning preferences and ensuring that all students have access to resources and support they need.

As a teacher, my greatest motivation comes from witnessing my students' growth and success. Knowing that I play a role in addressing educational disparities and empowering young minds to realize their full potential drives my passion for teaching and inspires me to continuously improve my practices.