• Work closely with the Principal to ensure instructional support is provided for all Students with Disabilities and English Language Learners. Take particular responsibility for support of Students with Disabilities who are also ELLs (SPELLS).
• Teach three sections of class designed to support at-risk students per day, class to be assigned by Principal. Responsible for all duties expected of MESA teachers.
• In conjunction with Principal, serve as main point of contact with CSE for all Special Education Services, including overseeing writing of IEPs, coordination and execution of IEP meetings, and implementation of IEPs. Supervise and review writing of IEPs in instances where other staff are writing IEPS.
• Serve as instructional coach to teachers and perform all duties related to coaching, such as attending coaching meetings, monitoring data and performance, curriculum support, and biweekly observations and feedback to teachers.
• Coordinate related services Students with Disabilities.
• Manage IEP records of students with disabilities through SESIS.
• Monitor IEP goals each semester
• Collect and organize teacher reports for the Student Support Team members to hold accurate and meaningful IEP meetings.
• Assist the Principal in the development, rollout, and implementation of IEP and ELL Snapshots for students.
• Hold frequent teacher report quality checks.
• Keep a current running record tri-annuals and annual IEP meeting; will track each phase of the process (i.e scheduled, in progress, finalized, need follow-up)
• Schedule IEP meetings for students with the Committee on Special Education.
• Establish and maintain relationships with Committee on Special Education, the New York City Department of Education Special Education Office, and the Special Education Collaborative.
• Attend assigned IEP meetings with the CSE and coordinate participation of other school personnel, parents and students.
• Manage various data collection tools (i.e. Literably, Reading Inventory, IXL Math, MESA’s writing rubric, Test Read, Student Comprehensive Report, etc.)
• Coordinate with data team on frequently updating student data (i.e. Regents scores, reading levels, credits, grades, etc.)
• Interpret various lenses of data to alert the school of any trends that may indicate a need for intervention.
• Connect students and families with third party organizations (i.e. Include NYC, ACCESS-VR, etc.) that support each student's individualized transition plan.
• Facilitate and lead end of year exit interviews to connect Seniors with organizations and/or college offices that support students with disabilities.
• Create individualized action plans for SwIEPs/ELL students who fall on or near at-risk status.
• Develop relationships with all parents of Students with Disabilities and English Language Learners, either personally or through appropriate staff.
• Maintain a consistent “pulse” on performance of Students with Disabilities and ELLs, either knowing or easily being able to access their academic performance and related data.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Optional opportunity to teach one week of Intersession based on teacher interest (additional stipend provided).
• Support Staff in good use of “office hours.” Observe office hours and provide feedback, including feedback related to boosting attendance and maximizing use of time during office hours. Hold one office hours session per week for own classes.
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

(1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Preferred minimum of three years teaching experience in an urban public or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability, especially with students with disabilities; (4) Belief in and alignment with MESA’s core values, educational philosophy and commitment to diversity, equity and inclusion; (5) Valid New York State Certification strongly preferred; (6) Spanish/ Bengali/ Haitian Creole speaker a plus.

MESA is committed to attracting, hiring and retaining a diverse and inclusive staff. It is MESA’s policy to ensure equal employment opportunity without discrimination or harassment based on race, color, religion, sex (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity or expression, age, disability, national origin, marital or domestic/civil partnership status, genetic information, citizenship status, uniformed service member or veteran status, or any other characteristic protected by law.

Applicants must be authorized to work for ANY employer in the U.S. We are unable to sponsor or take over sponsorship of an employment Visa at this time.

Please email your resume and cover letter to Arthur Samuels, Co-Executive Director, at hiring@mesacharter.org with the subject heading “26-27 Founding SPED Coordinator (East New York).” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.