Special Education Teacher (Elementary, Grades K-6) - AY 2026-27

Job Description

Job Description

About Sisulu-Walker Charter School of Harlem:

The mission of the school is to prepare K-6 students living in and around Central Harlem for matriculation to outstanding public, private and parochial middle and high schools by nurturing their intellectual, emotional, artistic and social development. The school is accomplishing this by offering a rigorous and challenging academic curricula taught by a highly-prepared and committed cadre of professional educators. Beginning in kindergarten, we prepare our students for college and a lifetime of achievement, honor and service. Sisulu-Walker is achieving this in a small and supportive learning environment that sets high expectations for all of our students and encourages strong parental and community involvement.

Position Overview:

The Sisulu-Walker Charter School of Harlem Special Education Teacher understands and promotes the school’s mission, vision, objectives, and policies both within and outside the immediate school community. The Special Education Teacher is responsible for providing a classroom/instructional program that supports the individual needs of all children in accordance with the school’s mission and values established by the school.

NOTE: THIS POSITION IS FOR ACADEMIC YEAR 2026-27 . Employment/Pre-service will take place during Summer 2026. Start date is August 24, 2026

Responsibilities and Duties (including, but not limited to):

Instructional Planning

• Provide direct special education services to students according to the requirements of their Individualized Education Plan, and to address other educational needs
• Work with teachers, Principal, specialists, parents and CSEs to develop, implement, and monitor Individualized Education Plans (IEPs)
• Assume personal responsibility for the academic progress of all students
• Implement a coherent, research-based curriculum in consultation with Principal
• Differentiate lesson plans for students with Individual Education Plans (IEPs) in an inclusion setting and implement IEPs as necessary
• Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement
• Document all lesson plans, assignments, rubrics, and other instructional materials and methods
• Use consistent school-wide practices and a variety of individualized methods to engage students in the classroom
• Complete all annual reviews and behavior intervention plans required by Federal and State mandates
• Implement all State and Federal mandates for students with IEP’s

I nstructional Delivery

• Document all lesson plans, assignments, rubrics and other instructional materials and methods
• Use consistent school-wide practices and a variety of individualized methods to engage students in the classroom
• Use technology tools for instruction, planning, and communication and ensure student engagement
• All duties encompassed under classroom teacher

Student Assessment

• Measure student achievement and progress towards learning objectives using the school’s formative and summative assessment tools
• Evaluate academic achievement through detailed data analysis of student performance on a wide variety of metrics
• Provide ongoing and timely feedback to students on their progress towards meeting expectations and achieving goals
• Use student data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice
• Develop and use a variety of assessment data to refine curricula and instructional practice
• Completes all reports in a timely manner

Learning Environment

• Create, and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential
• Establish, model, practice and reinforce age-appropriate rules and discipline using school approved procedures; create and consistently use individual behavioral management plans as needed
• Implement classroom procedures, systems and routines that provide structure for students
• Ensure smooth operation of all classroom instructional functions without exceptions

Extracurricular Activities

• Organize and supervise approved field trips to enhance classroom learning.
• Provide opportunities and supervise activities in order for students to demonstrate individually and in ensembles or large groups the skills and talents developed in the music program

Student Support and School Culture

• Communicate effectively and maintain strong relationships with students, families,  colleagues and administrators
• Establish, involve, and assist students in the development, maintenance, and evaluation of portfolios
• Develop and use rubrics for evaluating student products and performances
• Oversee and assist with student arrival/dismissal
• Work closely with all members of school community, model citizenship, collaboration and support of one another
• Other tasks as assigned by the Administration

Academic and Certification Qualifications:

• Bachelor’s Degree required, Master’s Degree preferred
• New York State Special Education Certification required (Birth - 2 or 1 - 6)

Work Experience and Skills:

• Experience working with at-risk student population in some capacity preferred
• Educational experience after college (fellowships, summer study, or graduate course work to pursue greater depth in a subject area, specific instructional methodology, curriculum development, special education, technology, etc.) preferred
• Strong written, grammatical, presentation, and verbal communication skills
• Strong analytical and problem-solving skills required to develop rubrics, examine data and metrics that will enhance student knowledge and promote performance of superior work products
• Proven ability to work collaboratively and flexibly with a diverse team of teachers and administrators
• Knowledge of childhood development and demonstrated experience with executing planned lessons to meet the differential needs of each child
• Working knowledge and comfort level with instructional technology

Personal Qualities and Behavioral Traits:

• Driven educator with an unrelenting focus on organization along with a high level of student and school-wide performance in achieving/exceeding state standards
• Champions change, supports school leader in trying to apply new ideas and methods; actively motivates and encourages others to adapt to change
• Demonstrates persistence in overcoming and removing obstacles that impact student achievement
• Develops and maintains positive communications and working relationships with students, parents, and co-workers by being collaborative and maintaining a pleasant work attitude
• Openness to feedback and willing to take responsibility for student success
• Passionately dedicated to school’s mission with a steadfast belief that all students will receive a rigorous elementary foundation
• Working knowledge of the charter school movement and culture

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