Elementary School: Lead Teacher, Special Education, Substantially Separate Program - Boston (2026-20

Job Description

Job Description:\n\nCompany Description\n\nOur Mission\nTogether with our families and communities, we create joyful and identity-affirming schools where students achieve excellent and equitable academic outcomes. We believe doing this ensures that our students are prepared to pursue any path they choose — college, career, and beyond — so they can lead fulfilling lives and build a more just world. Our program is based on:\n\n A focus on high-quality instruction supported by rigorous professional development to ensure that our students develop the academic skills necessary to pursue the life they choose.\n A high regard for character development to ensure that our students and staff celebrate and develop their character and identity strengths.\n An emphasis on family engagement, because we believe that our students are most likely to be able to maximize their potential when we work in partnership with our students and their families.\n A focus on college readiness for all students so that all students can make choices about their post-secondary education and future.\n\nWhat We Do\nWe seek to provide a world-class education for students from educationally underserved communities in Lynn and Boston. Our student demographics mirror those of neighborhood schools in terms of race, socioeconomic status, Multilingual Learners (MLL), and students who receive special education services.\nOur promise to families is that their children will enter college and the professional world able to thrive academically due to their literacy, numeracy, and core knowledge in science and social studies. We also promise that our students will develop the zest for learning and grit necessary to persevere as they climb the mountain to and through college and career. Our graduates will be prepared to return to their community as teachers, leaders, and architects of continued growth in Lynn and Boston.\nWho We Are\nKIPP Massachusetts began enrolling students in 2004. We currently hold two charters, operating two “districts.” Our first district, KIPP Academy Lynn Charter School, is based in Lynn, MA. Our second district, KIPP Academy Boston Charter School, is based in Mattapan, MA. Each district is housed on one or more “campuses,” which we use to refer to different grade spans, for example, elementary grades, middle school grades, or high school grades.\nIn Lynn, KIPP Academy Lynn Elementary (serving grades K-4), KIPP Academy Lynn Middle (serving grades 5-8), and KIPP Academy Lynn Collegiate (serving grades 9-12), are all under our Lynn charter. Admission to any grade in the Lynn district is admission to all remaining grades in the Lynn district K-12. 74% of our students in Lynn are Hispanic, 15% are Black, 3% are multiracial, 5% White, and 4% Asian. \nIn Boston, KIPP Academy Boston (serving grades K-8) is under our Boston charter. Admission to any grade in the Boston district is admission to all remaining grades in the Boston district K-8. 36% of our students in Boston are Hispanic, 59% are Black, 3% are multiracial, 1% are White, and 1% are American Indian or Alaskan Native.\nAcross both districts, we serve over 2,200 students. KIPP MA has a Regional Office, with teams such as Teaching and Learning, Talent and Operations, which supports both districts.\nKIPP Foundation\nKIPP Massachusetts partners with the KIPP Foundation, which is a non-profit national network of college-preparatory public charter schools serving elementary, middle and high school students. The KIPP Network has a 30+ year track record of preparing our students in educationally underserved communities for success in college and life.\nThe KIPP Public Schools Network is made up of 278 K-12 schools, 28 regional support organizations, and the nonprofit KIPP Foundation. We are a national network with nearly 16,500 educators and 190,000 students and alumni. Together, we continually raise the bar for teaching and learning, then ensure success in one classroom travels across our network to hundreds more. We believe that excellent academic, safe and structured schools, empowered teachers, an emphasis on character development and support through college and career are the foundation for student success, and we strive to provide this for every student.\nAll KIPP schools, whether they are in Massachusetts or in other states, are part of the free public school system in their respective states and enrollment is open to all students. KIPP public charter schools are given more academic and budgetary flexibility than traditional public schools, and in exchange commit to deliver high-quality academic results for students.Job Description\n\nLead Teacher, Special Education, Substantially Separate Program - KIPP Academy Boston Charter School\nThe Special Education Sub-Separate Lead Teacher sub-separate classroom (specialized program) will be responsible for instructing a small group of students in some or all core content areas (Math, Reading, Humanities and Science) along with other classroom support including aides and/or other teachers, as appropriate. The Special Education Sub-Separate Lead Teacher will also be responsible for working collaboratively with classroom teachers to support students' during inclusion opportunities. Special Education Sub-Separate Lead Teachers ensure that all of our students are growing and achieving by providing students with a variety of supports in the areas of social/emotional skills and academic skills. Additionally, Special Education Sub-Separate Lead Teachers are case managers for a group of Special Education students, which includes writing and managing IEP paperwork and meetings, communicating with families about student progress, advocating for students as needed, and assisting teachers in creating and managing accommodations and modifications for particular students.\n \nThis multifaceted role is ideal for flexible and creative teachers who are passionate about serving our highest-need students and are excited by the challenge of determining the root cause of challenging behaviors and using positive supports to help students build social/emotional skills and independence. Prior experience in working with students with moderate to severe disabilities and/or who present with challenging behavior and/or social/emotional needs is preferred. Prior experience with Special Education laws and paperwork is a bonus, but is not required for the role; Special Education Sub-Separate Lead Teachers receive training and assistance from our regional Special Education team. Special Education Sub-Separate Lead Teachers are empowered to use their expertise to do whatever it takes to help our students succeed. \n \nThis role requires consistent and reliable demonstration of the following essential job functions and key responsibilities:\n\n \nKEY RESPONSIBILITIES\n \nClassroom Responsibilities\n \n\n \n Be the lead teacher for 1 to 4 content areas and/or instruction based on IEP goals (included but not limited to: content, functional skills, etc. depending on the cohort of students) for a small group of students. In doing so, the Special Education Sub-Separate Lead Teacher will:\n \n \n Create and internalize daily aligned lesson plans, unit plans, rubrics and assessments\n \n Modify standards across 1-4 content areas to meet the needs of students in the program\n \n Ensure modified grading scale is implemented as needed per IEPs\n \n Set specific, ambitious goals with all students and identify and leverage all necessary resources to ensure they meet them\n \n Use best practices for special education to execute engaging instruction at a level rigorous and accessible for all students\n \n Infuse core values into daily lessons and every school practice\n \n \n Complete Functional Behavior Assessments (with BCBA guidance), as needed\n \n Provide healing-centered instruction and create a healing-centered environment as part of the classroom culture\n \n Collaborate with psychologist to develop and run trauma-informed, social-emotional, and life skills group\n \n Ensure that all children feel affirmed, valued, and challenged every day\n \n Execute of MCAS Alt portfolios (for applicable students)\n\n \nSchool and Professional Responsibilities\n\n \n Obtain required MTEL and SEI endorsements with financial support from KIPP MA within the first year of employment (please review this doc to see requirements). Preferred: Obtain special education licensure as soon as qualified to do so.\n \n When needed, provide secondary support in content areas where not leading the classroom or content\n \n Design, execute, and refine the vision for student culture alongside school leaders\n \n Ongoing progress monitoring of student progress towards academic and social-emotional functioning\n \n Lead the 504 and IEP process for all students in the classroom\n \n Work collaboratively with counselors and other members of the team to create and implement Behavior Support Plans\n\n \n Participate in school-wide and individual professional development, including pre-service training over the summer and weekly during the academic year\n \n Take ownership for the development of your craft and seek feedback from your coach (meet 1x/1-2 weeks with coach, implement feedback, engage in co-planning and active practices, participate in live coaching, etc.)\n \n Perform necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties\n \n Develop strong relationships with families through participating in school events and consistent phone calls home\n \n Be willing to offer support and receive constructive feedback from colleagues in order to create a professional working atmosphere that is conducive to accountability, change, and improvement\n \n Collaborate with grade level and content teams to tackle common challenges and implement grade-wide systems, sharing responsibility for all students\n \n Collaborate with related service providers and general education teachers \n \n Dependable attendance according to our school calendar\n\nGeneral Requirements and Responsibilities\n\n \n Embody KIPP MA’s Code of Conduct by acting with integrity, leading with humanity, centering self-awareness and critical consciousness, taking personal responsibility, and engaging productively\n \n Participate and engage in regional professional development and community events as required\n \n Demonstrated ability to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make reasonable judgments and decisions in a timely manner in accordance with the needs of the school\n \n Self-awareness, flexibility and emotional intelligence to navigate a setting with students who express diverse needs\n \n The consistent use of interpersonal and self-management skills to effectively support behavioral and emotional needs of students to ensure a safe and inclusive environment, as well as build relationships and manage conflict with students, staff, and caregivers\n \n Effective communication skills to perform assigned duties and to meaningfully exchange information with students, staff, families and others in person, through written communication, in front of groups, and on virtual platforms\n \n Physical mobility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead\n \n Physical strength sufficient to periodically lift and/or carry 20 pounds of materials or supplies and to physically restrain a student to keep from harming themself and/or others in an emergency situation\n \n Manual dexterity sufficient to perform repetitive hand/wrist/arm motions and to operate a computer and office equipment\n\nKIPP MA teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures - academic, behavioral, cultural, logistical - designed to permit teachers to do their best work. \nIn addition to the responsibilities listed above, there will occasionally be other duties as assigned that teachers will engage in to help promote a positive and calm learning environment and culture.\nQUALIFICATIONS\n\n \n Deep alignment with KIPP MA’s mission and values, including the unwavering belief in the high potential of all students\n \n Demonstrated ability to drive student growth and achievement and to create a warm, inclusive, rigorous learning environment\n \n Passion for Special Education and Healing-Centered Learning, and a demonstrated commitment to professional learning\n \n 2+ years of full-time teaching experience (in Special Education preferred)\n \n Preferred: Special Education licensure\n \n Prior experience with Special Education laws and paperwork (preferred, but not required)\n \n Bachelor’s Degree required\n \n Computer literacy and baseline familiarity with Google Suite\n \n Pass Criminal Background Check\nAdditional Information\n\nWhat We Offer\nThe minimum base salary for this exempt position is $63,000 to $102,500 (per 1.0 FTE/45 hours per week), depending upon years of relevant experience after your Bachelor's degree and any advanced degrees (+$3,000 for 1st advanced degree and +$1,500 for 2nd advanced degree). The role includes a $1,000 signing bonus—and an annual $2,000 retention bonus in subsequent years, as well as other bonuses, when eligible. This role follows our School Year calendar. For more about what we offer, how to apply and more about KIPP MA, please visit this link HERE.\n \n \nKIPP MA is an Equal Opportunity Employer. We believe in building a vibrant and welcoming school community that advances our mission of ensuring that all KIPP students graduate with the skills and confidence to lead fulfilling lives. This includes a commitment to attracting and developing individuals who understand the experiences of the students and communities we serve. We hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.