Background on Southbridge Public Schools:

Southbridge Public Schools serve approximately 2,200 students in six schools. The district is presently undergoing extensive turnaround at all levels, with the assistance of the Massachusetts Department of Elementary and Secondary Education. This creates unique opportunities for teachers and students. One example is a long-term partnership with the University of Connecticut to develop Southbridge Schools to be a national demonstration site for successful implementation of PBIS strategies. Additionally, the district is the recipient of a number of significant grants that allow Secondary School redesign, curriculum enhancements, improved culture and climate and afterschool opportunities for students. If you feel strongly about improving the educational experience for students and have a commitment to social justice, Southbridge Public Schools welcomes you.

 

More information about Southbridge Public Schools can be found here.

 

Southbridge Academy is a therapeutic school, in the Southbridge Public School system, serving students in grades 6-12 who have significant social/emotional and educational challenges. Our mission is to provide positive and meaningful pathways towards academic engagement with a goal of maintaining a safe, respectful and caring learning community. Utilizing a relationship-based approach, we connect with members of each students’ team including family members and the community. This allows us to gain insight into barriers that limit student success. We work together to develop interventions and break through these barriers.

 

Principal Responsibilities:

 

Curriculum 

• Plan a program of study that, meets the individual needs, interest, and abilities of the students.
• Collaborate with classroom teachers, other special education teachers, and specialists to provide comprehensive and effective services to assigned students.
• Promote and assist in the implementation of research-based strategies to ensure the transition and generalization of students’ academic and social goals within the regular education environment and throughout the school.
• Assess student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills academic needs, vocational abilities, etc.).
• Serve as contact person for designated caseload, including completion of all associated paperwork, management of the Team process, and maintenance of communication between teachers, specialists, families, and any outside providers.
• Utilize appropriate classroom management strategies, including a comprehensive positive behavior intervention system, to ensure a successful and motivating instructional environment within the classroom and throughout the school for designated students.
• Use a multi-disciplinary approach to gather various sources of information for progress monitoring in order to routinely implement data-based decision-making practices to guide instruction and lesson planning.
• Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Guide the learning process toward the achievement of established district curriculum goals, establishes and communicates clear 
  objectives to the students for all lessons, units and projects.
• Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs of capabilities of the individuals or student groups involved.
• Diagnose the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.
• Plan and supervise assignments for Educational Assistants, and make written evaluations as required.
• Coordinate student and staff schedules to ensure compliance with IEP requirements and the efficient use of resources.
• Participate in school-wide professional development and seek feedback and coaching.
• Ensure equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, national origin, sexual orientation, homelessness, or disability
• Any other assigned duties by the Principal.

 

Care, Treatment, and Services

• Support and follow all Special Education Team decisions
• Implement all program rules and policies consistently, uniformly, and fairly; utilize positive feedback and behavioral consequences in accordance with program policy; set reasonable limits that reflect the student’s developmental and emotional abilities
• Participate in the physical management of out-of-control students engaging in dangerous behaviors when required.
• Serve as a member of the Special Education Team for assigned students.
• Complete Educational Assessments in an accurate and comprehensive manner. Make educational recommendations for IEP; make educational, behavioral, and social skills recommendations for IAP which can be worked on in a classroom situation
• Provide daily educational preparation and instruction as assigned in:
  • Activities of daily living skills
  • Language skills
  • Socialization and community skills
  • Vocational skills
• Teach students subject area according to the IEP. Develop programs for individual students in accordance with their goals and objectives

 

Communication and Documentation

• Complete all documentation in a timely manner according to policies and procedures
• Communicate all relevant findings (from classroom interactions, incidents) to School Administrators
• Complete educational documentation (attendance, grades, progress reports, lesson plans) for assigned students.
• Complete IEP planning and quarterly reports
• Participate in annual education re-evaluation as required by DESE regulations

 

QUALIFICATIONS-EXPERIENCE:

1. Education:  Bachelor’s degree or higher from an accredited institution; Master’s degree preferred.
2. Hold a valid Massachusetts Teaching License in Teacher of Students with Moderate Disabilities 5-12 OR Teacher of Students with Severe Disabilities All Grades
3. Hold a valid Massachusetts SEI Endorsement OR Grade-level appropriate ESL License;
4. Experience in urban, high-poverty, and/or turnaround schools.  Mental health program experience and experience working with specialized populations of adolescents preferred.
5. Demonstrated experience in English Language Development (ELD) and Sheltered English Immersion (SEI) strategies preferred;
6. Bilingual language proficiency (Spanish/English) preferred
7. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified;
8. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Equal Opportunity Employer

Southbridge Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, creed, national origin, sex, gender identity, disability, religion, age, or sexual orientation.