Tchr Sp Ed - Res Interrelated - Special Education Job Harbin Georgia USA,Education / Teaching

Location: Harbin

Tchr Sp Ed
- Res Interrelated
- Special Education

Position Type: Teachers/ Tchr Sp Ed
- Res Interrelated
Date Posted: 9/21/2016
Date Available: 9/26/2016

Job Details

Job Code:
Tchr Sp Ed - Res Interrelated - 060070
Standard

Hours:

40
Department:
Special Education - 101200
Empl Class: NA
Salary Range: $41,849.00 – $92,510.00 Annually

Qualifications

License and Certification: Meet Georgia certification requirements in appropriate field of education.
Education: Bachelor’s degree in applicable field of education from a PSC approved college or university.
Experience: Previous teaching experience preferred.
Skills: Knowledge of GCPS Academic Knowledge and Skills (AKS) curriculum, integration of curriculum, GCPS policies, effective instructional practices, teaching/learning process, technology integration, collaboration with stakeholders, excellent communication, diagnostic assessment, mastery of subject area, understanding of IDEA and due process.

Responsibilities

Demonstrate command of the school subject being taught.

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 independent practice.
Explicitly teach essential content-related vocabulary.
Utilize a variety of nonverbal/visual representations of content and skills.
Explicitly teach students to summarize their learning.
Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.
Access and/or build students’ background knowledge and experience.
Use and teach questioning and cuing/prompting techniques.
Utilize technology effectively to plan, teach, and assess.
Use inquiry-based problem‑solving learning strategies with students in all content areas.
Teach and require students to set personal goals for improving their academic achievement.
Teach students to compare and contrast knowledge, concepts, or content.

Provide formative assessment that measures student progress toward AKS objective(s).

Monitor students’ progress in learning through a variety of techniques on a frequent basis.
Adjust instructional plans based on formative assessment results.
Provide criteria that allow students to measure their own progress toward an objective(s).

Prov…