Affective Needs Center Program Lead (Immediate Hire)

Affective Needs Center Program Lead (Emotional Disabilities)

 

DSST Public Schools (DSST) seeks an Affective Needs Center Program Lead to join one of the leading charter school organizations in Colorado. DSST Public Schools mission is to transform urban public education by eliminating educational inequity and preparing all students for success in college and the 21st century.

Overview of Position: DSST Public Schools seeks teachers with a track-record of raising student achievement to join a team of educators dedicated to providing a rigorous college preparatory program to a diverse population. At DSST Public Schools, teachers are leaders who are responsible for developing and implementing DSST’s curriculum. Teachers also play an integral role in ensuring student success through the support of our school culture, the development and instruction of a rigorous core curriculum, and the use of data to drive their daily practice.

 

The Affective Needs Center Program Lead will serve students with serious emotional disabilities as well as other possible disabilities. This may include students struggling with depression, anxiety, and other mental health needs as well as behavioral challenges. Will lead literacy, math, language skills, behavioral skills, emotional regulation, daily living skills, and/or adaptive skills. Should have the ability to modify, accommodate and implement core content areas such as reading, writing, math in an effort to achieve success within school and social life. Provides instruction at the large group, small group, and individual level. The Affective Needs Center Program Lead Teacher should be committed to working collaboratively with teachers and the school community to develop an inclusive model that strives to incorporate research based interventions in a center based classroom, the general education classroom and the surrounding community. The AN Center Program Lead supports administration, teachers, para-professional, student body and parents in the achievement of student’s academic, behavioral and social success. They should be experienced in teaching and implementing positive behavior supports to facilitate learning in the areas of academic, executive functioning, behavioral, and social-emotional regulation. 

 

Essential Functions:  

 Overview

Demonstrate relentless drive to improve the minds and lives of students

Take holistic accountability for student success- taking ownership of each student’s academic success or failure.

Reinforce the school’s core values, guiding philosophy, rules and school spirit.

Classroom Climate and Culture

Exhibit a deep understanding of the varying needs of the students in the center program, many of whom may exhibit a wide variety of behaviors and/or diagnoses including a serious emotional disability.

Create a structured and predictable classroom environment that focuses on the individual needs of students.

Develop a learning environment that is structured, organized, and routine-oriented with a variety of instructional formats to facilitate student self-management and independence skills.

Develop and implement behavior intervention plans and positive behavior supports to support the social, emotion and behavioral needs of the student within the classroom environment.

Creatively respond to challenges with enthusiasm and a problem-solving focus.

Understand how particular disabilities can manifest through a variety of behaviors, paired with understanding appropriate responses with strong rationale.

Collaboration and Communication

Building the capacity of highly professional team of support specialists (paraprofessionals) to ensure student behavioral, social and academic lessons and curriculum are consistently implemented with the use of continuous data collection to drive the effectiveness of interventions.

Engage parents in their student’s learning through proactive communication structures, creation and refining of vision documents, and working with potential families when placement is being considered.

Delegate effectively while also serving as the lead teacher for the students in the center-based program.

Exhibit excellent communication skills to provide direct, frequent feedback to general education teachers and para-professionals on effective instructional practices to implement accommodations and modifications for student IEP goals with students are included in the general education classroom or in center based classroom.

School Life

To model, live, and reinforce the school’s core values and policies inside and outside the classroom.

To build strong relationships with colleagues and leadership.

Provide feedback and coaching to center program paraprofessionals and staff.

To model inclusionary practices and facilitate problem solving to enhance inclusion.

To perform as an advisor to a group of advisees by overseeing their academic and student life. This responsibility includes taking attendance, holding regular conferences, meeting with advisee’s parents and communicating with student and parent regularly, leading reading circles, overseeing digital portfolios, and overseeing advisory competition activities.

 Professional Development

Participate in weekly feedback sessions with an instructional coach

Devote the necessary time and energy required to master the craft of teaching. To be open to innovative approaches to teaching, feedback from colleagues and school administration.

Actively participate in the school’s professional development programs including data analysis and planning, leading and participating in best practice sessions, peer coaching, and attending conferences.