SY 2025-2026 Teacher: SPED chez EARL MONROE NEW RENAISSANCE BASKETBALL CHARTER SCHOOL

Description

The Teacher: Special Education (SPED) is the subject matter expert at EMNRBS in understanding that all students deserve an equal chance to develop, grow and learn through the use of integrated and differentiated methodologies. Working within the Special Education Department: in an Integrated Co-Teaching Model (ICT), this position will work with the Humanities Department and is focuses squarely on ensuring students with Individualized Education Programs (IEPs) receive the high-quality, inclusive education they deserve, which is standards-aligned and supports the academic and social-emotional development of this specific subset of students.

This position requires a deep contextual understanding teaching pedagogy best practices, a high-level of  technical skills in scope and sequence curriculum development; lesson plan creation and delivery (particularly differentiated lesson concepts and creation), very strong collaboration and organizational skills, and a real-world understanding that teaching is truly an act of servant leadership that goes beyond an 8 hours/day, 5 days/week job.

Reporting to EMNRBS’ Director: Special Education (SPED), this full-time instructional staff position will work in an Integrated Co-Teaching (ICT) model with an assigned Teacher within the Department: Humanities to ensure all students have a robust ecosystem that supports academic achievement and high accountability standards.  This position can also expect to work in close collaboration with an assigned Counselor: Guidance.

The Earl Monroe New Renaissance Basketball School offers a competitive minimum starting salary of $75,000 (for teacher certified in the area of their position) and a comprehensive benefits package, professional development opportunities, and an extraordinary work environment.

Primary Duties and Responsibilities  

• Work with the Director: SPED to gather and use data to help improve the program in order to deliver excellent results, teaches students to develop both their creative and expository writing skills, master editing techniques, merge historical content with modern themes in today’s literature, and show students the connections between the humanities and technology
• Co-Teach assigned sections of Humanities or STEM courses, leveraging both class time and prep opportunities such as Mock Exams and Saturday prep to ensure that all identified IEP students are on track to pass the Regents Exam and have all necessary accommodations as required by NYS
• Possibly teach one section of SETSS
• Regularly communicate with students’ families in order to Build continuity for students and families by providing SEL Support
• Lead an advisory, supporting and mentoring approximately 20 students and building close relationships with their families
• Collaborate with faculty, students, and parents to build an innovative, exciting, and effective school model that achieves our mission and impacts education reform nationwide
• Work closely with assigned Teacher: Humanities or STEM to ensure all class materials are differentiated for SpEd students well-ahead of time; to develop lesson plans, provide students with grades and timely feedback, modify instruction, incorporate high leverage co-teaching models, utilize study data to inform lesson planning, schedule and attend regular planning and norming meetings, prepare for and attend IEP meetings
• Attend weekly 2x1 meetings with direct manager and co-teacher, attend 1x1 meetings with direct manager, attend weekly department meetings
• Attend professional development opportunities both on campus and in collaboration with outside organizations
• Actively Incorporate and practice NYS Culturally Responsive-Sustaining Education (CRSE) Framework into all curriculum, lesson design and daily instruction
• Collaborate with team members, students, and parents to build an innovative, exciting, and effective school model that achieves our mission, successfully integrates interdisciplinary initiatives and ensures competency/standard alignment across the school
• Be receptive to receiving vertical and lateral feedback from colleagues as well as managers
• Performs other related duties as assigned, including:
  • School Day Activities such as proctoring and/or grading: AP Exams, Mock Regents Exams, Regents Exams, PSAT/SAT,’s, etc.
  • “After” School Day Activities such as 9th Grade Orientation, Back to School Night, Parent-Teacher & Student-Teacher Conferences, etc.

Instructional Evaluations

One of the main tenants that serves as a basis of quality instruction at EMNRBS is that of efficient and effective instructional feedback given to teachers on a consistent and regular basis.  With this in mind, EMNRBS uses the Marshall Teacher Evaluation Rubric which is broken into the following domains that are used for the formal performance evaluations of all instructional staff:

• Planning and Preparation for Learning: Focuses on the teacher's ability to plan and prepare effective lessons and learning experiences
• Classroom Management: Assesses the teacher's ability to create and maintain a positive and productive learning environment
• Delivery of Instruction: Evaluates the teacher's ability to effectively deliver instruction and engage students in learning
• Monitoring, Assessment and Follow-Up: Focuses on the teacher's ability to monitor student progress, assess learning, and provide appropriate feedback and support in a timely manner
• Family and Community Outreach: Evaluates the teacher's ability to build relationships with families and the community and involve them in the learning process
• Professional Responsibilities: Assesses the teacher's professional conduct, including their commitment to professional development, collaboration, and ethical practices

Qualifications

Qualifications

• Valid NYS Special Education Teaching Certification (or in the active process of completing program) or TESOL License (strongly preferred)
• Masters Degree in Special Education (strongly preferred); Bachelors Degree in Special Education (required)
• Experience teaching in an urban school, with a track record of excellent student growth
• A passion for continued learning of advanced instructional strategies for students with specific learning disabilities, autism, developmental delay, and behavior disorders
• Experience writing/designing curriculum and lessons
• Experience differentiating for students of many abilities
• A demonstrated commitment to working with BIPOC teens from the South Bronx
• A demonstrated commitment to holding students accountable to high academic and personal standards and actively modeling these behaviors to students on a daily basis