Charles R. Drew Charter School
Over Drew Charter School’s twenty-year history, the school has grown to serve grades PreK-12 with nearly 1,900 students in a “cradle-to-college” pipeline, including two onsite early learning partners. Drew implements a rigorous and supportive educational continuum, which includes tailored Response to Intervention (RTI) support, a rigorous STEAM/Project-Based Learning (PBL) instructional model, and a robust College and Career Readiness program. Every element has been thoughtfully designed to ensure all students succeed and to eliminate opportunity gaps and inequities in educational outcomes for our diverse population of students. More than just a school, Drew is at the heart of a community-wide commitment to launching all students on a pathway to health, impact, and prosperity.
Drew Board of Directors Commitment to Equity Statement
As part of our steadfast efforts to ensure equitable outcomes for ALL Drew Charter School students, we, the Board of Directors, individually and collectively, make an explicit commitment to identify, acknowledge, and dismantle policies and practices that reinforce systemic racism, and to educate and equip ALL of our students with the ability and opportunity to be leaders in the continuous work of creating a true, beloved community.
Position Description: The high school special education teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of co-taught educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports. This position reports to the Senior Academy (SA) Principal.
- Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
- Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students’ varying needs and interests.
- Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
- Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
- Meet with parents to discuss their children’s progress and to determine priorities for their children and their individualized educational needs.
- Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students’ educational, physical, and social/emotional development.
- Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
- Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
- Provide crisis intervention, as needed, for students and those in inclusive classrooms.
- Assist in collection of data for providing appropriate classroom interventions.
- Serve as a member of a multidisciplinary team as appropriate.
- Assist in preparation of data for local, state, and federal reports.
- Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
- Perform related work as required.
- Bachelor’s Degree with at least a 2.5 GPA required
- Zero (0) years teaching experience
- Minimum of Level 4-Certification in-field; OR
- Passed the GACE Program Admissions Assessment, GACE Ethics Assessment #350, and GACE Special Education Assessment(s) in all applicable fields; OR
- Have reciprocity eligibility in-field.
- Work Days: 195
- Drew Charter School offers our full-time staff a broad, generous benefits package.
Applicants can apply through the job opportunities page on Drew Charter School’s website.