Special Education Teacher, Elementary Mild​/Moderate

Special Education Teacher, Elementary Mild/Moderate

Jamestown School Department - Jamestown, Rhode Island

Elementary School Mild/Moderate Special Education Teacher

Reports to:

Director of Student Services

Purpose:

Consistent with the Jamestown School Department's vision and mission, the Special Education Teacher is to work in partnership with parents, students, educators, administrators, and external agencies to promote student achievement and develop students' interest, abilities, talents and skills for education by implementing the student's IEP and district approved curriculum. The Special Education Teacher is responsible for documenting teaching and student progress/activities/outcomes;

developing lesson plans; modeling the necessary skills to perform assigned tasks; providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress toward IEP goals.

Qualifications:

1. Bachelor's degree (Masters preferred) 2. Certificate required by the Rhode Island State Department of Education. Current Rhode Island certification in mild/moderate special education and elementary education (preferred) 3. Previous experience 3-5 years preferred Responsibilities:
Adheres to the policies of the Jamestown School Department;
Adheres to all District, Federal and State policies, procedures and regulations for IDEA & ADA;
Promotes the attainment of the District's mission, vision, and strategic plan;
Displays strong and deep knowledge of subject matter content and standards;
Provide an instructional program to meet the needs of all students. Employ a variety of instructional techniques and instructional media for specially designed instruction to meet the needs and capabilities of the students;
Plan engaging lessons (taught curriculum) that are aligned with the written and tested curriculum. Implement interventions for students who struggle with the taught and tested curriculum. On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated. Plan for and utilize instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives.

Take all necessary and safety precautions to protect students, equipment, materials and facilities. Create a classroom environment that provides for student involvement in the learning process and enable each student to achieve learning objectives. Communicates high and clear expectations to all students and families;
Communicates regularly with students and parents regarding the student's academic, behavioral, social, and emotional status; communicates immediately with both when there are concerns;
Collaborates regularly, respectfully and truthfully with students, parents and colleagues;
Contributes to collaborative planning activities with colleagues;
Serve as a resource person in support of students IEP or 504 plan, providing recommendations to general education staff on appropriate accommodations, modifications, and interventions;
Responsible for the design and implementation of student IEPs, all necessary paperwork, and convening IEP and any evaluation team meetings;
Uses student data in treatment/intervention design and adjusts service delivery based on results of ongoing progress monitoring;
Administer and report out on required evaluations for the special education process;
Actively supports and assists MTSS teams in adhering to a problem-solving model during meetings, assists in the selection, design and implementation of evidence-based interventions, and helps teams design a plan to monitor student progress of tiered interventions;
Takes responsibility for personal professional growth;
Participates in school events and in school and/or department improvement efforts; and Other duties as assigned by the supervisor. Practice-based Professional Standards for Special Education Teachers, Council for Exceptional Children:
Standard 1:

Engaging in Professional Learning and Practice within Ethical Guidelines Standard 2:
Understanding and Addressing Each Individual's Developmental and…