Teacher - Preschool Special Education-Collins

Preschool Special Education Teacher

Under direction of the director of special education and special education supervisor, the preschool special education teacher provides direct and indirect services/instruction to students with disabilities and their families in a home-based or community/facility-based setting and work in collaboration with the general education teacher. Facilitate in the evaluation and Individual Education Program (IEP) process.

Performance responsibilities include:

• Assumption of all duties and responsibilities specified for Georgia Teachers in the GTEP/TKES record.
• Assisting with screening and evaluation of students when requested.
• Preparing initial and post evaluation/assessment reports and eligibility reports as requested.
• Serving as a member of the Eligibility/IEP team to assist in determining programs and/or placements for students with disabilities.
• Planning, evaluating and supervising the performance of the paraprofessional.
• Maintaining accurate and complete records as required by law, RCSS policy and administrative regulation.
• Developing curriculum, selecting and/or adapting instructional materials and equipment for maintenance of student educational programming.
• Identifying additional needs of student and/or families and making referral or seeking consultation from person responsible for addressing this need.
• Delivering services and providing appropriate instruction to students as specified in IEP.
• Participating in professional development activities designed to advance teacher knowledge in the areas of instruction, best practices, and differentiated instruction.
• Establishing and maintaining contact with outside service providers working with a student on the teacher's caseload in order to provide an integrated educational program.
• Establishing relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual.
• Participating in preschool/Pre-K conferences, RTI/SST meetings, and other events within the regular education process as part of the consultation process for current students or the transition process for past students who are being monitored.
• Collaborating with special education personnel in the appropriate assignment and educational planning of students with disabilities.
• Attending staff meetings and serving on staff committees as required.
• Meeting required deadlines for annual reviews and eligibility redetermination.
• Assisting students with other needs as appropriate; such as toileting, feeding, etc.
• Taking all necessary and safety precautions to protect self, students, equipment, materials and facilities.
• Carrying 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, as are reasonably necessary to the efficient operation of the school system and its mission.

Knowledge, abilities, and skills include:

• 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 IDEIA Act (IDEA 2004), No Child Left Behind Act of 2001 (NCLB 2001), and state and federal policies and procedures related to special education.
• Ability to provide instructional support if position is in an inclusive setting.
• Works well with students with disabilities, teachers, and parents of students with disabilities.
• Ability to appropriately adapt instruction, programs and materials.
• Collects instructional data for decision making process.
• Excellent communication skills.

Education, training, and experience include:

• Possess a Bachelor's degree in special education and/or pursuing special education certification in a content area is desirable.
• 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.
• Special Education Preschool Endorsement preferred.

Certificate and license requirements include:

• Meets Georgia state certification requirements in appropriate field of education.

Physical demands include:

• Ability to move around the classroom including…