Special Education Ed Tech III - Multiple Openings at Reiche Community School bei Portland Public Schools

POSITION OVERVIEW: Special Education Ed Tech III, Resource Room – Reiche Community School

Portland Public Schools is seeking kind and compassionate Special Education Ed Techs to support students at Reiche Community School in both the Resource Room and the Breathe Program (Behavioral and Social-Emotional Support). 

Under the direction of the Teacher Leaders, Educational Technician implements academic and positive behavioral support plans, to help ensure a high quality education program and Success for Every Student. Ed Tech also collects and maintains appropriate records and follows required record-keeping procedures and practices. Demonstrates outstanding interpersonal skills as well as conflict management and resolution skills. Ed Tech recognizes and embraces the essential role s/he plays in the experience of students within Portland Public Schools. Finally, is an integral member of the Reiche community that serves as a support to students’ holistic well-being; teachers at Portland Public Schools thrive by having the opportunity to collaborate with students’ families and caregivers and all relevant stakeholders in support of students’ learning and social-emotional needs. 
 

ESSENTIAL RESPONSIBILITIES:

• Support and provide specially designed direct instruction to students individually, in small groups, and in classroom settings to students with IEPs to ensure achievement of academic goals
• Implement lesson plans and follows schedules created by the special education teacher or appropriate related service provider
• Continue planned instructional activities during teacher's temporary absence from the classroom
• Demonstrate cultural proficiency and actively foster relationships that respect, embrace and celebrate students’ diverse backgrounds, identities, strengths, and challenges
• Learn about and leverage students’ strengths and opportunity gaps and adapt learning methods that appropriately guide, engage and challenge student(s)
• Collect, organize, and share data to ensure proactive and ongoing communication with all relevant stakeholders in service of student achievement of academic and behavioral goals
• Foster an engaging and inclusive learning space and relationship that establishes positive student expectations conducive to learners' needs through developmentally appropriate and supportive routines and practices; manages student behavior using prescribed and adapted approaches
• Collaborate and communicate across the students’ teachers and all relevant staff to ensure students receive necessary additional forms of academic assistance and/or relevant social-emotional support
• Collaborate and communicate with the students’ families/caregivers and all relevant stakeholders to ensure necessary stakeholders are engaged in understanding and supporting the students’ learning and social emotional needs
• Maintain FERPA and respect the confidentiality of all student and staff information
• Perform other related duties as requested by Teacher Leaders

KNOWLEDGE, SKILLS, AND ABILITIES:

• Understands the teaching and learning process at the elementary school level
• Able to provide adjustments to instructional approaches and materials that reflect diverse perspectives and trauma-informed practices
• Understands data collection, organizing, and sharing best practices that support student achievement of academic and behavioral goals
• Demonstrates an equity mindset and approach to work
• Committed to challenging personal perspectives, examining one’s own biases and a willingness to take feedback, learn and grow around diversity, equity and inclusion related ideas
• Exhibits the necessary mindsets to hold self as well as others accountable for supporting the district’s goal of becoming an equitable, anti-racist organization
• Ability to read and interpret documents such as rules, operating and maintenance instructions, and procedure manuals
• Ability to write routine reports and correspondence
• Ability to calculate accurately

• Able to collaborate across lines of differences with a diverse student population and staff, as well as community partners, and families/caregivers
• Engages with families/caregivers and builds collaborative, respectful relationships with them in service of student learning
• Open to accepting new ideas

• Highly responsive and oriented towards transparency and proactive, explicit communication
• Communicates ideas in ways that demonstrates respect and is digestible for varied audiences?

• Safety Care certification and/or Behavioral Health Professional status preferred (or willingness to obtain)
• Additional combinations of applicable education, training, and experience are welcome
• Portland Public Schools values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity

• Ability to perform physical tasks associated with implementing PSPs and ITPs
• Ability to physically assist students (lifting up to 35 pounds) to support students to perform adaptive living and self-care skills, if assigned to work with non-ambulatory students
• Frequent bending, walking, running, and lifting of objects/equipment up to 35 pounds may be required
• Additional demands may require moving wheelchairs, assisting with toileting, feeding, and other daily living activities

• Maine State fingerprint (CHRC) authorization (more info)
• Maine State Educational Technician III (023) authorization (more info)
• CPI certification (or ability to be certified) preferred)

• School year position
• Permanent
• Full time, 1.0 FTE
• Eligible for overtime
• Covered under the Ed Tech contract (see 2024-2027 CBA here)
• Pay rate determined based on education and experience, as outlined in CBA
• Eligible for benefits as outlined here