RSP Special Education Teacher (25/26 School Year)

As an RSP Special Education Teacher at Equitas Academy, your primary responsibilities include providing instruction and support tailored to students with special education needs, ensuring they achieve their IEP goals. You'll deliver instructional materials from our rigorous curriculum, co-teach with general education teachers, and facilitate IEP meetings. Additionally, you will develop and implement behavior support plans, monitor student progress, and communicate effectively with families about their child's performance.

To qualify for the RSP Special Education Teacher position at Equitas Academy, you need a Bachelor's degree and a current Education Specialist Instruction teaching credential, which can be an internship, preliminary, or clear credential. Additionally, English Learner authorization is required, along with a strong belief in the capability of all students to succeed, and experience in low-income communities is preferred.

Equitas Academy offers robust professional development opportunities for RSP Special Education Teachers, including paid training and teamwork initiatives during the summer and throughout the school year. You will have access to consistent coaching and feedback based on in-class observations, allowing you to refine your instructional practices and grow in your role, along with the possibility of leadership roles such as Grade Level Lead.

At Equitas Academy, the work environment is collaborative and supportive, emphasizing teamwork among educators. Teachers are encouraged to share their voices and feedback, and there's a strong culture of inclusivity that fosters joy and camaraderie. The school is committed to maintaining a clean, organized, and structured classroom environment that maximizes instructional time and student learning.

As an RSP Special Education Teacher at Equitas Academy, you can expect a competitive salary, a variety of health benefit plans, California's State Teacher Retirement System (CalSTRS) retirement matching, and generous time off, including winter and spring breaks, holidays, and sick days. The Academy emphasizes taking care of its staff, ensuring they have support for their professional growth and well-being.

When adapting lesson plans for students with diverse learning needs, I focus on individual IEP goals and utilize differentiated instructional strategies. This includes offering varied instructional materials, allowing flexible grouping, and incorporating multi-sensory techniques to ensure all students can engage with the content effectively.

A successful behavior management strategy I implemented involved creating a behavior support plan tailored to a specific student's needs. This plan included clear expectations, positive reinforcement techniques for good behavior, and regular check-ins, which significantly improved the student's engagement and behavior in the classroom.

To measure student progress in achieving IEP goals, I conduct regular assessments and maintain thorough documentation of each student's performance. I monitor data on academic skills and behavioral targets and communicate this information during IEP meetings, ensuring that adjustments can be made as necessary to meet each student's unique needs.

Collaboration with general education teachers involves regular communication and co-planning to ensure that instruction is aligned. We discuss students' needs, share strategies, and work together to adapt lessons so that all students can access the curriculum. This partnership enhances the learning experience for both special education and general education students.

Families play a crucial role in the IEP process by providing insights into their child's strengths and challenges. I actively engage families during IEP meetings, seeking their input and ensuring they understand the goals established for their children. Their involvement is vital for fostering a supportive home environment that continues the learning.

Creating a positive classroom environment involves setting clear expectations, reinforcing positive behaviors, and fostering a sense of belonging among students. I make sure my classroom is inviting and structured, utilize engaging activities, and establish routines to help all students feel safe and valued.

To keep students motivated, I incorporate varied teaching methods, including hands-on activities, technology integration, and personal interests into lessons. I also set achievable goals and celebrate their accomplishments, which helps create a positive feedback loop and encourages continued effort and engagement.

When conflicts arise between students, I address the situation promptly and fairly. I mediate the discussion, allowing each child to express their feelings, and guide them to find a resolution collaboratively. Teaching conflict resolution skills is essential for fostering a respectful and cooperative classroom community.

I believe the most important quality for a Special Education Teacher is empathy. Understanding each student's unique circumstances and challenges allows teachers to connect with their students. This connection fosters trust, which is the foundation for effective teaching and meaningful learning experiences.

To stay current with special education practices and policies, I participate in ongoing professional development, attend workshops, and read relevant literature. Networking with colleagues and engaging in professional education communities also help me stay informed about best practices and new strategies in special education.