Our Mission and Core Beliefs:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, high-quality, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We open our doors every day to prepare students for academic success from kindergarten through college with an excellent public education of high standards, structure and accountability.
In support of our students, we are passionately committed to three Core Beliefs: every child deserves a demanding, standards-based education; accountable community develops character; and great teachers are essential for academic excellence.
Our Students and Results:
– STRIVE Prep operates nine schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southeast Denver.
– In order to realize our vision of making a college prep education for all students in our community the norm, rather than the exception, STRIVE Prep is growing from nine schools serving 3,200 students to 17 schools serving 7,500 students by the year 2022.
– Approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
– One or more STRIVE Prep schools have consistently ranked in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
We welcome any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.
About STRIVE Prep-Excel:
– STRIVE Prep-Excel opened its doors in 2013 as the second high school in the STRIVE Prep network, and will grow to a fully built-out high school, serving grades 9-12 during the 2016-17 school year.
– STRIVE Prep-Excel is highly committed to students with special needs, and in 2014 opened an Affective Needs center-based program which will serve all students (grades 9-12) during the 2016-17 school year.
– All teachers at STRIVE Prep-Excel benefit from bi-weekly observations and instructional coaching in order to ensure students receive the highest quality instruction.
Essential Duties & Responsibilities:
In this role, the special educator will spend 50% of their time serving mild/moderate needs students and 50% of the time serving in Excel’s Affective Needs classroom. This teacher will have no more than 10 scholars on their caseload with approximately 75% Mild/Moderate scholars and 25% scholars receiving services in STRIVE Prep-Excel’s Affective Needs center.
– While serving mild/moderate level students, you will be expected to:
> Create, review and implement Individualized Education Plans (IEPs) for students.
> Effectively progress monitor students and gather evidence in order to deliver specialized instruction in mathematics and ELA and supports that are aligned to students’ individualized goals.
Establish systems and routines in order to create a safe, purposeful, and welcoming environment.
> Communicate regularly and often with families to both solicit their input and share student social and academic progress.
> Collaborate with other special education teachers, special service providers, other math educators, school leaders, curricular specialists and the Director of Student Services to ensure that instruction is always meeting the needs of all learners.
> Collaborate regularly with General Education teachers to provide meaningful inclusive services for students.
Analyze student assessment data and use it to determine next steps.
> Complete and submit all necessary paperwork in a timely and professional manner.
> Provide fair, accurate and constructive feedback to students on their progress.
>Update gradebooks on a weekly basis.
– While serving Affective Needs students, you will be expected to:
> Work in collaboration with the AN Director and a team of paraprofessionals in providing one-on-one instructional and behavioral support to center students, including teaching social skills, providing small group or one-on-one academic instruction, and pushing-in and supporting students in a general education setting, as needed.
> Collaborate with school leadership, teachers, paraprofessionals, mental health provider, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
> Maintain a student caseload by creating and implementing student IEPs, holding IEP meetings, collecting and using data to track student growth and create specialized instruction.
> Provide fair, accurate, and constructive feedback to students on their progress.
> Work with the AN Center team to deescalate students as needed, providing positive emotional support to students during times of stress and extreme reactions.
> Build relationships with students and families through consistent partnership and communication.
> Participate in Summer Training Institute as well as professional development throughout the school year.
> Support with behavioral observations and data collection to support the creation of FBA/BIPs.
Our Aspiring High School Special Education Teacher:
– Is passionate about teaching special education at the high school level.
– Holds a Bachelor of Arts or Science degree (teacher’s license not required).
– Is certified to teach Special Education in Colorado, OR in the process of transferring a Special Education license from another state, OR enrolled in an alternative licensure program to obtain a Special Education license (required).
– Has experience teaching in an urban setting (strongly preferred).
– Speaks Spanish or has experience working with bilingual students (strongly preferred).
– Brings enthusiasm, professionalism, and positivity to their classroom and our adult community.
– Assumes the best in others and is willing to have courageous conversations in order to do what is best for students.
– Builds strong relationships with students and families and commits to resolving conflicts through communication and intentional conversation.
– Has high expectations of him/herself and others, and a willingness to hold him/herself to those expectations.
– Demonstrates a strong collaborative mindset and the ability to work on a team.
– Is able to maintain emotional control under stress and act professionally with and in front of students.
– Is a detail-oriented, self-directed problem solver, initiator and creative thinker.
– Is committed to constant growth and reflection through regular coaching and professional development.
– Is dedicated to educational success for first generation college-bound urban students of color.
– Is hard-working and view challenges as opportunities for improvement.
What we Offer our Teachers:
– 80 minutes of structured planning time built into the school day to plan the highest quality lessons.
– Competitive compensation package and annual cost of living performance based raises.
– Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
– Funding of 100% of individual medical benefits and a wide range of insurance plans.