Affective Needs Center Program Lead (2018-2019)

DSST Public Schools, Denver, Colorado

Date PostedJune 19, 2018
IndustryK-12: Public Schools
Job StatusNot Specified
SalaryNot Specified

Affective Needs Center Program Lead

DSST Public Schools (DSST) seeks an Affective Needs Center Program Lead 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 21st century.

Overview of Position: DSST Public Schools seeks teachers with a track-record of raising student achievement to join a team of educators dedicated to providing a rigorous college preparatory program to a diverse population. At DSST Public Schools, teachers are leaders who are responsible for developing and implementing DSST’s curriculum. Teachers also play an integral role in ensuring student success through the support of our school culture, the development and instruction of a rigorous core curriculum, and the use of data to drive their daily practice.

The Affective Needs Center Program Lead will serve students with a serious emotional disability as well as other possible disabilities. Will lead literacy, math, language skills, behavioral skills, emotional regulation, daily living skills, and/or adaptive skills. Should have the ability to modify, accommodate and implement core content areas such as reading, writing, math in an effort to achieve success within school and social life. Provides instruction at the large group, small group, and individual level. The Affective Needs Center Program Lead Teacher should be committed to working collaboratively with teachers and the school community to develop an inclusive model that strives to incorporate research based interventions in a center based classroom, the general education classroom and the surrounding community. The AN Center Program Lead supports administration, teachers, para-professional, student body and parents in the achievement of student’s academic, behavioral and social success. They should be experienced in teaching and implementing positive behavior supports to facilitate learning in the areas of academic, executive functioning, behavioral, and social-emotional regulation.

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 Climate and Culture

  • Exhibit a deep understanding of the varying needs of the students in the center program, many of whom may exhibit a wide variety of behaviors and/or diagnoses including a serious emotional disability.
  • Create a structured and predictable classroom environment that focuses on the individual needs of students.
  • Develop a learning environment that is structured, organized, and routine-oriented with a variety of instructional formats to facilitate student self-management and independence skills.
  • Develop and implement behavior intervention plans and positive behavior supports to support the social, emotion and behavioral needs of the student within the classroom environment.
  • Creatively respond to challenges with enthusiasm and a problem-solving focus.
  • Understand how particular disabilities can manifest through a variety of behaviors, paired with understanding appropriate responses with strong rationale.

Collaboration and Communication

  • Building the capacity of highly professional team of support specialists (paraprofessionals) to ensure student behavioral, social and academic lessons and curriculum are consistently implemented with the use of continuous data collection to drive the effectiveness of interventions.
  • Engage parents in their student’s learning through proactive communication structures, creation and refining of vision documents, and working with potential families when placement is being considered.
  • Delegate effectively while also serving as the lead teacher for the students in the center-based program.
  • Exhibit excellent communication skills to provide direct, frequent feedback to general education teachers and para-professionals on effective instructional practices to implement accommodations and modifications for student IEP goals with students are included in the general education classroom or in center based classroom.

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.
  • To perform as an advisor to a group of advisees by overseeing their academic and student life. This responsibility includes taking attendance, holding regular conferences, meeting with advisee’s parents and communicating with student and parent regularly, leading reading circles, overseeing digital portfolios, and overseeing advisory competition activities.

Professional Development

  • Participate in weekly feedback sessions with an instructional coach
  • 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.
  • Actively participate in the school’s 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:

-6 Medical Options through Aetna

-2 Dental Options through Principal

-401K Plan through OneAmerica 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 ads copyrighted by -- © 1998-2018