SPED Teacher -SST Sugar Land CP

SPED Teacher - SST Sugar Land CP

Full Time Teacher Richmond, TX, US

Salary Range: $63,000.00 To $74,000.00 Annually

• Coordinate Special Education, Section 504 and Dyslexia Programs in compliance with federal, state and district requirements.
• Ensure the provision of effective instructional and related services per IEPs and 504 plans developed based on individual student needs.

• Bachelor’s degree from an accredited college or university.
• Minimum 2 years of special education teaching experience (Preferred).
• Valid Texas Educator Certification with required special education endorsement (Preferred).

• Belief in and commitment to the mission and core values of SST Schools.
• Demonstrated leadership with the ability to lead people and get results through work with others.
• Ability to prioritize and manage multiple tasks with a willingness to be flexible when needed.
• Ability to work in a fast-paced environment, demonstrating strong prioritization, organization and follow-up skills.
• Excellent interpersonal skills.
• Positive attitude, enthusiasm and energy.
• Openness to giving and receiving frequent feedback.

• Trains teachers of a special population, general education teachers, and other staff and ensures they understand and comply with the confidentiality of students in accordance with both state and federal laws.
• Participates in professional development activities and staff meetings as required or assigned.
• Assists in the planning and implementation of staff development and in-service programs pertaining to special education.
• Monitors SPED/504 students’ academic progress that is reflected in the formative and summative evaluations to ensure students meet desired educational goals and uses assessment results to coordinate SPED instruction and schedule.
• Compiles, maintains, submits, and files all physical and computerized reports, records, and other documents required by the district, state, and federal laws.
• Ensures SPED classroom(s) and/or instructional environment is safe, organized, and conducive to learning, with accessibility to all students.
• Establishes and maintains communication, both written and oral, with parents, students, principals, and teachers to keep them informed of student progress.
• Collaborates with district personnel, Region service centers, and other professionals to carry out school wide instructional or related activities for SPED/504 students and their parents to better educate them on SPED/504 services and programs.
• Collaborates with general education teachers to ensure SPED/504 students' instructional needs are being met.
• Advocates for SPED/504 students to ensure they have an equitable educational opportunity.
• Continually communicates with students on instructional expectations and keeps them informed of their progress in meeting those expectations.
• Supports general education/special education teachers and administrators in the implementation of appropriate strategies to meet the needs of students with disabilities.
• Supports implementation of accommodations and modifications for students with IEPs in the general education classroom and during Special Education service time.
• Ensures implementation of the instructional program which utilizes knowledge of learning styles and modalities and correlates.
• Ensures timely dissemination of modifications, accommodations, and IEPs to the related teachers and personnel and keeps related documentation.
• Plans, develops, implements, and administers programs and services to meet identified needs, including development and implementation of new programs and services.
• Plans, prepares, and facilitates ARD/504 meetings, and serves as a member of the Admission, Review, and Dismissal/504.
• Participates in placement decisions based on educational, sociological, and physiological data presented to the committee.
• Assists regular school personnel in providing an appropriate educational environment for mainstreamed students.
• Establishes new objectives based on the findings of the evaluation team to be presented as recommendations to the ARD.
• Assesses the relation between student performance and handicapping conditions.
• Perform related work as required.

• Light work: may require occasional light lifting.
• Position is in an office setting and may involve prolonged work at a desk in one location.