Role Description

Corlears School is seeking an experienced Special Education Teacher to fill in as an interim replacement for an Elementary Learning Specialist for the remainder of the 2024-25 school year. The Special Education Teacher plays an essential role in supporting the needs of students (K-5) that have identified support on their Individualized Education Services Program (IESP), as well as providing direct Tier 3 reading and/or math intervention for students identified through our RTI (Response to Intervention) framework. The Special Education Teacher should have knowledge of each student’s IESP and/or Tier 3 goals and work toward helping students achieve and/or surpass their goals. Candidates should be well versed in K-5th grade literacy and math interventions, and be able to monitor and assess student progress as well as generate learning goals and plans for diverse learners. The ideal candidate will be flexible and organized, and will exhibit excellent communication skills, patience, a willingness to meet children where they are, and the ability to collaborate with other professionals. The Special Education Teacher will report to the School Psychologist and collaborate closely with the Elementary Division Director to support the success of the Elementary Division.

Note: Role descriptions are intended to describe the type of work performed by a person assigned to this position; they are not an exhaustive list of all duties and responsibilities required. Responsibilities listed below are subject to change throughout the school year in response to the school’s needs.

Key Responsibilities 

Administrative

• Serve as a member of the Student Success Team (SST), attending weekly team meetings and collaborating regarding students, teachers, and families
• Attend biweekly meetings with the School Psychologist and each Elementary teaching team to discuss students
• Along with the School Psychologist, collaborate with the Division Director during weekly team alignment meetings
• Attend weekly 1-on-1 supervision meetings with the School Psychologist 
• Attend Elementary Divisional Meetings when relevant 
• In partnership with the Psychology/LS Team, gather appropriate documentation for services, and complete paperwork for New York City Public Schools (NYCPS), as necessary
• Assist with referral process through a private evaluator and/or the Department of Education 

Support Diverse Learners

• Provide Tier 3 intervention to students by pushing into the classroom or pulling out for intensive intervention
• Deliver culturally responsive services to students and families from diverse backgrounds
• Regularly administer Acadience Reading and Math assessments to monitor student’s progress, including scoring and interpretation of progress monitoring assessments 
• In consultation with the School Psychologist, compile written reports complete with recommendations for teachers and families based on assessment data (i.e., Acadience, observations, teacher report, etc).
• Collaborate with SST to support families as they develop an understanding their child’s development and unique learning profile 

Faculty Collaboration

• Conduct observations of classrooms and individual students and offer proactive strategies and responsive plans of action to support the success and growth of students 
• Collaborate with SST to assist teachers with understanding assessment results to aid in differentiating curriculum for students
• Support faculty as they implement accommodations, modifications, and interventions for individual students
• Provide faculty with suggestions of specialized tools/materials to meet the needs of neuro-diverse learners
• Demonstrate ability to observe children’s learning and development, assess strengths and concerns and possess interactive analysis skills regarding best ways to support children

Essential Qualities

• Value the school's mission centered in culturally responsive/anti-bias teaching, to equitably educate students who are economically, racially, and ethnically diverse
• Demonstrate a personal and professional commitment to equity, inclusion, social justice, and cultural humility
• Have the ability to connect to and collaborate with a diverse community of faculty, families and children
• Demonstrate a keen self-awareness and strong interpersonal communication skills that support positive relationships with various constituents in the school community
• Knowledge of best practices and interventions for diverse learners in Kindergarten through Fifth grade
• Have previous experience supporting the needs of neurodiverse and/or developmentally delayed learners
• Training in Orton-Gillingham, Fundations, or equivalent multisensory systematic phonics instruction 
• Have an understanding of the CSE process and participate in IEP meetings when necessary
• Familiarity with Response to Intervention (RTI) model / Multi-Tiered System of Supports (MTSS)
• Experience in administering and scoring standardized academic assessment measures (e.g., Acadience Reading and Math)
• Maintain institutional priorities, while advocating for individual student needs 

Qualifications

• Degree: M.Ed, MA or MS in elementary education and/or certification in special education
• Experience: 3+ years experience delivering small-group and 1:1 interventions with students with IESPs 
• Background Check Requirements: Section 424-A of the New York State Social Service Law requires that all employees be cleared with the State Central Registry to determine if they are the subject of an indicated child abuse or maltreatment report. Also, all employees are subject to be fingerprinted by a school approved private vendor.

Salary Range: $60,000-$75,000 annual salary for a full-time position; prorated based on start date. Can be adjusted for a part-time position.

Term: January 2025-June 2025 (specific dates / hours to be determined based on candidate availability) 

Apply: Please email a cover letter and resume to jobs@corlearsschool.org with the job title in the subject line.

Qualifications

• Degree: M.Ed, MA or MS in elementary education and/or certification in special education
• Experience: 3+ years experience delivering small-group and 1:1 interventions with students with IESPs 
• Background Check Requirements: Section 424-A of the New York State Social Service Law requires that all employees be cleared with the State Central Registry to determine if they are the subject of an indicated child abuse or maltreatment report. Also, all employees are subject to be fingerprinted by a school approved private vendor.

About Corlears School

Corlears, a small, independent, progressive school located in the lively Chelsea neighborhood of Manhattan, is dedicated to the education of young children through the elementary grades. We seek to cultivate joy in learning through active investigation of integrated curricular themes. Daily practice at Corlears is based on the belief that educating students to be well informed, socially engaged, critical thinkers is essential in order to sustain a healthy democracy. We have intentionally created an intimate environment, well suited to the needs of children through the elementary years, where students can easily navigate both the physical space and social networks of the community. We seek to create an economically and culturally diverse community that reflects our immediate neighborhood and reaches into the city beyond.

Connections working at Corlears School