Develop your ability to recognize and respond to individual differences
among students with special education needs;
The Special Education Credential curriculum prepares educators to recognize and respond to the individual differences
among students with special education needs.
Not exact matches
What's the problem: New Jersey has long had a history of having
among the most segregated
special -
education settings in the country,
with half of all
special -
needs students predominately educated outside the general
education classroom and one in 10 in separate schools.
Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience
with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops
student critical thinking and problem solving skills Prepare
students for strong academic achievement and passing of all required assessments Communicate regularly
with parents Continually assess
student progress toward mastery of standards and keep
students and parents well informed of
student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work
with the
Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school p
Special Education teachers and administration to serve
special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school p
special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order
among the
students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
Equity in
education, teacher
education, content and / or disciplinary literacy, content and language integrated learning (CLIL), multi-lingualism and schooling, evaluation of learning, Systemic Functional Linguistics and educational linguistics, discourse analysis, queer theory, linguistic diversity
among students with special needs, (auto) ethnography, and youth culture
For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider
with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves
student populations similar to those the proposed school seeks to serve, from the following categories of
students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require
special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean
students who have scored in the «
needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk
students who should be targeted to eliminate achievement gaps
among different groups of
students.
Among the schools recommended for renewals
with limitations are schools that serve more
special education students than their host district and the state average, schools that employ trauma - sensitive, emotionally - responsive practices to meet
student needs, and a school that was identified as a
• Track record of providing instructional support within
special and general
education classrooms as required to meet the
students»
needs • Skilled in
student evaluation and
need assessment • Substantial knowledge of and ability to cater for
students» age related developmental cognitive, social and psychological
needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships
with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction
among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop
need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual
student progress charts and portfolios along
with demonstrated ability to maintain open communication channels
with the
students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for
special needs students