WILLIAMSBURG CHARTER HIGH SCHOOL
Special Education Teacher
Reports to AP of Instruction
History
Williamsburg Charter High School (WCHS) is a high performing, public charter high
school located in Brooklyn, New York. WCHS opened in August 2004 as the first
Chancellor-authorized charter high school in the City of New York with a ninth grade
class of 131 students. Now in its tenth year of operation, WCHS has grown to serve
approximately 960 students in grades nine through twelve. The school’s mission is to
unite youth, families, staff, teachers and the community at large in providing young
people with the tools necessary to make sense of the world, and prepare them in their
journey to become skilled workers and literate citizens of the world. Young people will
accomplish this through their participation in a rigorous and demanding liberal arts
education that includes language, literature, writing, science, history, mathematics, the
arts, technology, and exploration in disciplines designed to teach fairness, justice,
respect and compassion for themselves and others, as well as the skills of critical
thinking, communication and research.
Williamsburg Charter High School provides a broad liberal arts academic program to the
high-school age youth of north Brooklyn. School programs are individualized to connect
to each student’s particular level of development, including English Language Learners
and students with Special Education Services. Further, WCHS provides supportive
relationships with faculty, extended instructional periods, and opportunities after-school
and on Saturdays for additional academic support. Social and emotional support is also
available to students to ensure their non-academic needs are addressed. Students are
accepted to WCHS through a random lottery with no minimum requirements, tests, or
auditions required to gain entrance and, as a public charter school, there is no tuition.
Program
In order to fulfill its mission, WCHS is looking for exceptional teachers. Our teachers
play very critical roles in realizing the core mission, philosophy, and unique youthcentered approach of the school’s educational design. WCHS teachers are not just
classroom teachers, but school teachers—educators that are committed to facilitating
the entire learning and instructional process and coaching young people to become
independent learners, thinkers, and researchers.
Prospective Williamsburg Charter High School Teachers:
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Believe that they have been called to teach and empower young people
Believe that they play an essential role in student achievement and success
Are committed to the idea that every child can succeed at high levels and
demonstratesthis by providing students with a rigorous academic experience
Are resilient, resourceful, persistent, and well-able to adapt to the many changes
that can happen in an organization
Excel at working in a highly collaborative, professional setting but can also work
independently
Understand the unique needs of the community they serve as well as the
complex issues that affect urban youth and their families
Are committed to inquiry-based teaching
Engage a youth development approach in their interactions with young people by
being sensitive to their developmental needs
Are passionate and positive about school culture
Are reflective and willing to improve upon their practice through professional
development and support
Effectively manage their time, resources, and technology
Are convinced of the transformative power of education for all students, families,
and educators
Teacher as Advisor
Teachers build strong relationships with students and their families in their role as
Advisor. Responsibilities of an advisor include but are not limited to:
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Creating an advisory period that acts as ‘home base’ for each student
Acting as the liaise between the student, the family and the school teams
Participating in case conferences to serve as an advocatefor their advisees
Seeking out appropriate support for their advisees
Contacting their advisee’s families a minimum of seven times a year and
responding within 24 hours to all communications from their advisee’s families
Teaching the advisory curriculum that has been created for their advisees’ grade
Developing and overseeing Individual Student Support Plan plans twice a year
for each of their advisees
Monitoring the academic, behavioral and overall progress of a group of 12-15
students
Accompanying advisees on educational fieldtrips as determined by the School
Leader
Performing any other advisor-related duties as requested
Teacher as Case Manager
Case managers advocate for students and communicate with their families.
Responsibilities of a case manager include but are not limited to:
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Having caseloads of approximately 15 students
Drafting IEPs for their caseload using the SESIS program
Preparing IEP progress reports for their caseload according the mandates on the
IEP
Distributing and collecting teacher progress reports to inform IEP writing and
progress reporting
Special Educator’s Role in the Classroom
Special educator’s advocate for students in co-taught, self-contained, and resource
settings. Responsibilities of a special educator include but are not limited to:
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Plan for and assess IEP goals
Provide differentiated lessons based on students’ preferences, readiness, and
interest
Co-plan with content teachers
Utilize the 6 models of co-teaching in co-taught classrooms
Work collaboratively with student support, content areas, and related services
Ensuring Student Learning Through Data-driven Instruction:
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Ensure that students are well-prepared for all New York State exams and WCHS
interim assessments
Plan standards-based units of study with clear, intended outcomes and goals in
mind
Prepare rigorous, student-centered lesson plans that will engage and motivate
students to learn
Create thoughtful, standards-based assessments
Proactively and relentlessly seek new ways to promote student learning
Provide meaningful feedback on student work to determine student progress and
to make suggestions for improvement
Engage in the process of collaborative student evaluation with school leaders
Collaborate with school leaders and colleagues to utilize data-informed strategies
to consistently raise student achievement and provide support for struggling
learners
Personal Commitment to On-Going Learning
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Participate in Professional Learning Communities, evaluations, and committees
as requested to assist with the constant improvement of the school as a whole
Participate and support WCHS open-door classroom policy, allowing parents and
teachers and other stakeholders to informally observe your work and actively
seeking to observe the work of your colleagues for professional development
Participate in all assemblies, meetings, school-sponsored events and
professional development activities offered during work hours
Positively Contributing to Student and Teacher Culture
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Adhere to the policies outlined in the Personnel Handbook, Teacher Handbook,
and Student Covenant
Maintain excellent attendance and punctuality to ensure that student learning is
maximized. Work hours are from 7:50am-4:30pm.
Have fun and pass the love of learning onto students!
Teach five class periods per school day
Attend and participate in school-related activities and events outside of normal
school hours (e.g., Parent Advisory meetings, Back-to-School Night, field trips,
student events and performances, etc.)
Engage students during the Enrichment Period
Respond to all school-related communications within 24 hours
Model professional and collegial behavior for students
Hold students to high behavioral and academic expectations and support
students to succeed
Share expertise and curriculum with colleagues
Proactively involve the student’s family in their learning through regular
communications
Design opportunities for students to use the world around them as a classroom
through field trips and or/inviting guests into the classroom as appropriate
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Qualifications:
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Bachelor’s degree
NYS Certification – Students with Disabilities (all subjects) Grades 7-12
Commitment to the philosophy that all students, regardless of disability should be
given the opportunity to succeed at the same level as their peers and should be
fully expected to do so
Prior experience facilitating the high achievement of Special Education students
in an inclusion, self-contained or resource environment
Knowledge of special education law