Elementary Learning Specialist (Special Education Teacher)

As an Elementary Learning Specialist at Promise Academy, you'll focus on delivering individualized and inclusive instruction. Your key responsibilities include developing personalized learning plans aligned with students' IEPs, monitoring student progress, collaborating closely with general education teachers, and creating engaging lessons that inspire learning. You will also build strong partnerships with families and colleagues to ensure student success.

To qualify for the Elementary Learning Specialist role at Promise Academy, you must possess a Bachelor’s degree and a valid New York State Teaching Certification for Students with Disabilities. Additionally, you should have a minimum of two years of teaching experience in an urban school setting and at least one year of experience providing Special Education Teacher Support Services (SETSS) or Integrated Co-Teaching (ICT).

The work schedule for the Elementary Learning Specialist at Promise Academy is Monday through Friday, from 7:40 AM to 4:00 PM during a 10-month school year. There are also optional summer opportunities available for additional pay, providing flexibility for those interested in extended engagements.

Promise Academy offers a competitive benefits package for Elementary Learning Specialists, which includes generous paid time off, no-cost health insurance (medical, dental, and vision), a $6,000 sign-on bonus for certified teachers, and opportunities for up to $30,000 in student loan forgiveness. Teachers also have access to a 403(b) retirement plan and receive a personal laptop and professional development support.

At Promise Academy, the professional growth of Elementary Learning Specialists is a priority. The school provides biweekly professional development opportunities, access to academic coaches, and a dedicated team of support staff including guidance counselors and social workers, all aimed at fostering your success and that of your scholars.

In developing individualized education plans (IEPs), I first assess the specific needs of each student through observations and assessments. I collaborate with parents and general education teachers to gather insights and set achievable goals. Additionally, I consider the students' interests to create engaging and personalized learning experiences that align with their unique needs.

To ensure effective collaboration with general education teachers, I focus on open communication and shared planning time. I regularly discuss lesson objectives and adjust strategies together, ensuring that our teaching styles complement each other. This collaborative effort creates a cohesive classroom environment that benefits all students.

In my approach to classroom management, I prioritize creating a safe and positive learning environment. I establish clear expectations and routines while implementing visual supports and behavior plans tailored to each student. I believe in proactive strategies for engagement to minimize disruptions and empower students to take responsibility for their learning behavior.

A successful lesson I implemented involved a hands-on science experiment that allowed diverse learners to explore while catering to their different sensory and processing needs. I provided varying levels of support, from guided instructions to independent exploration, and differentiated tasks to ensure all students were engaged and able to meet their learning goals.

I monitor student progress through a combination of formal assessments, ongoing observations, and student portfolios. I frequently collect data to evaluate the effectiveness of my teaching strategies and to adjust instruction accordingly. I also engage students in self-assessment, fostering a sense of ownership over their learning.

To build relationships, I prioritize communication with students and their families right from the start. I make an effort to reach out regularly, share successes, and invite parents to participate in school events. I also encourage family input in the learning process, making them partners in their child's education.

When facing challenges with behavior management, I first seek to understand the underlying causes by gathering insights from observations and family communication. I employ positive reinforcement techniques, set clear expectations, and work to create individualized behavior interventions tailored to student needs, ensuring a supportive environment for learning.

The most beneficial professional development experiences in my career have been those focused on differentiated instruction and behavior management strategies. Workshops offering hands-on collaborative opportunities with peers have significantly enriched my teaching practice, allowing me to apply new techniques immediately in the classroom.

I regularly analyze data from assessments to identify trends and adjust my teaching strategies accordingly. For instance, after reviewing test scores, I noted a gap in reading comprehension among certain students. I then developed targeted interventions and small group sessions that directly responded to their needs, enhancing their overall performance.

My philosophy on inclusive education centers on the belief that every student deserves access to a quality education that meets their unique needs. I advocate for creating learning environments that celebrate diversity and foster collaboration among all students, ensuring they feel valued and have the support necessary to thrive academically and socially.