Special Education Interrelated Teacher

Special Education Teacher

Under the direction of the school principal, special education director and supervisors, the special education teacher provides direct instruction and support to students with disabilities and works in collaboration with the general education teacher. Acts as the lead facilitator in the development of Individual Education Programs (IEP) and all documentation required in its implementation. Provides an atmosphere and environment conductive to the intellectual, physical, social and emotional development of individuals to ensure success for every student.

Supervises students in a variety of school related settings. Monitors and evaluates student outcomes. Communicates and interacts with students, parents, staff and community. Develops, selects and modifies instructional plans and materials to meet the needs of all students.

Performance Responsibilities:

• Provides both direct instruction and instructional support to students with disabilities.
• Prepares for IEP/RTI team meetings and provides case management for assigned students with disabilities.
• Interprets both formal and informal classroom based assessments for students in order to make instructional decisions.
• Selects and adapts materials to assist students with disabilities to access the general education curriculum.
• Participates in professional development activities designed to advance teacher knowledge in the areas of instruction, best practices, and differentiated instruction.
• Supervises and plans for the continuing professional development of paraprofessionals assigned to the classroom.
• Provides an instructional program to meet the needs of all students including students with disabilities.
• Maintains accurate and complete records as required by law, RCSS policy and administrative regulation.
• Assists the administration in implementing all policies and rules governing student life and conduct.
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Establishes relationships with colleagues, students, parents and community that reflect recognition of and respect for every individual.
• Plans and supervises purposeful assignments for instructional assistants, paraprofessionals and volunteers.
• Completes all required paperwork according to compliance and within the given timeframe.
• Maintains fair and accurate grading policies and procedures, attendance, email and web pages as required through the technology system provided by the RCSS.
• The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned or required by such employee's supervisor, other appropriate school personnel, law, board policy, administrative regulation, department handbook, and/or as are reasonably necessary to the efficient operation of the school system and its mission.

Knowledge, Abilities, and

Skills:

Knowledge of the RCSS curriculum for the grade/content range of the position, RCSS special education program. Thorough knowledge of Individual Education Program (IEP), learning theory, differentiated instruction, data collection, best instructional practices, research based reading instruction, multicultural education, assessments, Individuals with Disabilities IDEA Act (IDEA 2004), and state and federal policies and procedures related to students with disabilities. Provides instructional support in an inclusive setting, when necessary.

Works well with students with disabilities, teachers, and parents of students with disabilities. Ability to appropriately adapt instructional programs and materials. Collects instructional data for the decision making process. Possess excellent communication skills.

Education, Training, and

Experience:

Possess a Bachelor's degree in special education and/or pursuing special education certification in a content area is desirable. Possess knowledge of learning theory, differentiated instruction, developmental reading, child development, behavior management, and assessment. Must be knowledgeable in methods of teaching elementary reading and math if seeking an elementary position. Student teaching in the specific area of exceptionality or two years teaching experience in the specific area of exceptionality(learning disabilities, mental retardation, autism spectrum disorder, or emotional disabilities) preferable at level appropriate to assignment (elementary or secondary), Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.

Certificate and License Requirements:

Meets Georgia state certification requirements in appropriate field of education.

Physical Demands:

Ability to move around the classroom including stooping. bending, standing for extended periods and moving heavy objects up to 20 pounds.

Special Requirements:

Required to attend school meetings,…