Multi-Intensive Severe Center Program Lead (2018-2019)

DSST Public Schools - Denver, CO (30+ days ago)3.5

DSST Public Schools (DSST) seeks a Multi-Intensive Severe Center Program Lead (2018-2019) to join one of the leading charter school organizations in Colorado. DSST Public Schools’ mission is to transform urban public education by eliminating educational inequity and preparing all students for success in college and the 21stcentury.

Overview of Position:

The DSST Special Education MI-S Program Lead serves students with Multiple Disabilities. The DSST Special Education MI-S Program Lead should be committed to building a program that utilizes evidence-based practices for students with severe needs and focuses on functional skills that will support students in meeting their full potential. The MI-Program Lead collaborates with administration, teachers, student body and parents to build a program that leads to student success across the school, community and home setting. The Lead should be experienced in teaching core content areas such as reading, writing and math, to students that are pre-literate and in the early stages of literacy development, manage a classroom with strong systems and structures, as well as possess strong adult leadership skills. The Lead will also need to manage the personal care needs of students feeding, changing, etc. and to support others in the work to provide this care with dignity and respect of students that may lack a voice to communicate wants and needs.

Essential Functions:


  • Demonstrate relentless drive to improve the minds and lives of students
  • Take holistic accountability for student success- taking ownership of each student’s academic success or failure.
  • Reinforce the school’s core values, guiding philosophy, rules and school spirit.

Classroom Teaching

  • Plan and implement targeted curriculum for each student which aligns to IEP goals and supports students to meet their fullest potential
  • Provide instruction in small group, whole group, and 1:1 settings
  • Utilize a variety of strategies to support progress in all areas—academics, adaptive skills, functional communication, etc.
  • Exhibit excellent communication skills that provide support and strategies to classroom teachers to develop differentiated instruction and provide necessary accommodations and modifications by providing collaborative planning, direct observation, modeling and on-going feedback


  • Exhibit excellent communication skills to collaborate with staff members to effectively and efficiently develop and implement programming for student IEP goals to ensure student academic and behavior success
  • Builds the capacity of program staff by delegating, mentoring, coaching and providing constructive feedback
  • Demonstrates strong ability to reflect on the strengths and weaknesses of his/her own performance and seeks out and incorporates feedback from others
  • Continuously inspires students, families, staff, and others to embrace the school's mission, high expectations and values for all students
  • Demonstrates tenacity and persistence in pursuit of solutions that maximize student achievement

Curriculum and Assessment

  • To implement a variety of targeted assessments that measure progress towards learning outcomes and behaviors that are needed to be successful in the general education environment
  • To use assessment data to adapt curriculum and instructional practices to help meet the school's performance standards. Such use of data includes re-teach weeks, spiraling skills, and changing daily instruction to meet student needs.
  • To evaluate the current strategies and intervention for center students and modify, develop and assist implementation of specific services and supports to allow students to remain in the least-restrictive educational setting as appropriate for their educational and behavioral needs

School Life

  • To model, live, and reinforce the school's core values and policies inside and outside the classroom.
  • To build strong relationships with colleagues and leadership.
  • Provide feedback and coaching to center program paraprofessionals and staff
  • To model inclusionary practices and facilitate problem solving to enhance inclusion.

Professional Development

  • To devote the necessary time and energy required to master the craft of teaching. To be open to innovative approaches to teaching, feedback from colleagues and school administration.
  • To actively participate in school and network professional development programs including data analysis and planning, leading and participating in best practice sessions, peer coaching, and attending conferences.


Mission Aligned

-- You believe that if everyone is actively committed to equitable and inclusive practices aligned to the DSST mission and values, all students and staff will achieve at high levels.

Growth Mindset

-- You believe that by fostering your own growth mindsets then students and fellow staff will develop a commitment to continuous improvement and thus maximize their potential.

Results Driven

-- You believe that by strategically developing systems and people with a driven sense of urgency and focus on results, students and staff will achieve ambitious goals.

Desires Collaboration

-- You believe that fostering healthy teams, students and staff will achieve a collective success that surpasses that of the individuals.

Job Requirements

Candidates are required to have a Bachelor's Degree.

Applicants for Special Education teaching positions must meet the following requirements:

Have both a license and a special education endorsement:

Type of License:

  • A7- Special Education Teacher in Residence
  • ATL- Alternative Teacher License
  • ATLW- Alternative Teacher License Waiver
  • INTL- Initial Teacher License
  • PFTL- Professional Teacher License
  • PFTM- Professional Teacher License- Master


License Endorsement:

  • Special Education Generalist
  • Special Education Specialist
  • Teacher 1-Moderate Needs
  • Teacher- Educationally Handicapped (EH)

Applicants for teaching positions in core subject areas should generally meet the following requirements:

Click here to view more information about Praxis and PLACE exams.

Classification: Exempt/Non Exempt

Reports to: Hiring Manger/School Director

Compensation and Benefits: DSST Public Schools offers a competitive salary, comprehensive benefits, and a commitment to continuing professional learning.

We strive to provide choice in benefits options, and empower each of our employees to make the choices that best meet their individualized, personal needs. This includes but is not limited to:

-2 Medical Options through Kaiser

-2 Dental Options through Principal

-401K Plan through Mass Mutual that includes a 5% gift annually

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

While performing the duties of this job, the employee is regularly required to talk and hear. This position is active and may require standing, walking, bending, kneeling, stooping, and crouching throughout the day. The employee must lift and/or move items up to 30 pounds. The employee must have sufficient hand, arm, and finger dexterity to operate a computer keyboard and other office equipment. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

DSST Public Schools Overview:

DSST Public Schools (DSST) operates a network of tuition-free, open-enrollment public STEM charter schools. All DSST schools are part of the Denver Public Schools (DPS) district and students are admitted through DPS’ School Choice program. Our schools focus on building communities where students and staff are valued for their unique talents. Meaningful relationships are at the core of our model which is why our schools are small enough to ensure every student is known and also why we focus on character development. We have developed systems and structures to ensure our students will be prepared for college, career and life.

The student population across the DSST network is 83 percent students of color and 69 percent free and reduced lunch. This year, DSST will serve approximately 5,300 students at thirteen schools on seven campuses: Byers, Cole, College View, Conservatory Green, Green Valley, Henry and Stapleton. DSST has been approved to open nine additional schools and four campuses by 2022. In 2018-2019, DSST will be opening DSST: Middle School @ Noel Campus. At full enrollment, DSST Public Schools will serve over 10,000 students, one quarter of the DPS 6-12 population, and will help more than double the number of four year college-ready DPS graduates.

DSST Public Schools employees support each other not only to have fulfilling careers, but more importantly, to lead fulfilling lives that combine deeply meaningful professional work with personal well-being. Our core values are central to our program and to our results. These values are embedded in everything that we do and how we do it. The six DSST core values are:

Respect -Appreciating the value of a person or an object through your words, actions and attitude - treating people appropriately with common courtesy.
Responsibility- Able to be trusted and or depended upon to complete tasks, follow directions and own up to your actions.
Integrity- Being truthful, fair and trustworthy in your words and actions - doing as you say and saying as you do.
Courage- Possessing confidence and resolve to take risks and make right decisions in the face of pressure and adverse or unfamiliar circumstances.
Curiosity -Eager to learn, explore and question things to gain a deeper understanding.
Doing Your Best -Putting your best effort into everything you do.

DSST Public Schools proudly values diversity and is an equal opportunity employer. Denver School of Science and Technology does not discriminate on the basis of race, color, national origin age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact the Assistant Superintendent or Human Resources.

Job Type: Full-time


  • Teaching: 1 year


  • Bachelor's


  • Teaching Certificate

Required work authorization:

  • United States