Interrelated Resource Teacher; IRR - Special Education

Overview

Elementary Interrelated Resource Teacher (IRR) - Special Education

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License and Certification

Qualifications:

Meet Georgia certification requirements in appropriate field of education.

Education

Qualifications:

Bachelor’s degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience

Qualifications:

Previous teaching experience preferred.

Skills

Qualifications:

Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community;

excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.

• Demonstrate command of school subject being taught.
• Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district’s curriculum and Individual Education Programs (IEP).
• Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs.
• Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers.
• Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.
• Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.
• Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum.
• Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
• Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
• Analyze student work and assessments to determine instructional needs.
• Prepare written lesson plans to support instructional objectives of the AKS for all students.
• Plan appropriate assessment of student learning.
• Evaluate, select, and modify resources and activities.
• Review resources including district core materials.
• Select core materials and other resources that match the AKS.
• Select resources that match the learner(s) needs.
• Select resources that reflect scientifically based research on effective instruction.
• Oversee assessment activities.
• Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers.
• Provide initial focus for the lesson.
• Communicate specific learning objectives to students in a clear manner.
• Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
• Capture student attention through active involvement.
• Organize content for presentation of the lesson.
• Present information in a logical sequence.
• Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
• Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.
• Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.
• Assess students’ learning of the AKS and provide specific feedback to students and parents on a frequent basis.
• Provide collaborative learning opportunities.
• Model strategies and skills and provide multiple opportunities for distributed guided practice followed by…