ed special education teacher

Dekalb County School District of Georgia

<div></div><div><ul><div><div>JobID: 19929</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Teachers/Teacher, Special Ed<br>
</div><div><b>
Date Posted:</b><br>
 11/11/2025<br>
</div><div><b>
Location:</b><br>
 Barack H Obama Magnet of Tech</div><br>
<div><b>(Insert Name of School) </b>is seeking an <b>(Insert Type of Teacher),</b> who utilizes best practices to increase student achievement. The primary responsibility is to implement, deliver and promote high academic expectations to all students. The ideal candidate must work collaboratively with team members and must possess excellent written and verbal communication skills.<br>
<br>
<b>Salary Grade/Schedule</b>: E<br>
<br>
The material contained herein is subject to change. All open positions offered by the DeKalb County School District are subject to specific job requirements. The DeKalb County School District is an equal opportunity employer, and all hiring decisions are subject to federal, state, and local employment laws and regulations.<br>
<br>
<br>
Title: Teacher, General Education<br>
<br>
Provides quality instruction and implements the curriculum for assigned students; establishes, fosters, facilitates and maintains a safe and secure classroom environment that is conducive to learning.<br>
<br>
Essential Functions:<br>
<br>
The following duties are representative for this position. The omission of specific statements of duties does not exclude them from the classification if the work is similar, related, or a logical assignment for this classification. Other duties may be required and assigned.<br>
<br>
<ul><li>Teaches grade relevant, subject matter specific and mandated curriculum.</li><li>Prepares lesson plans, instructional aids, and supplemental teaching materials.</li><li>Assesses, documents and prepares reports such as achievement progress, grade and classroom performance, and attendance.</li><li>Participates in student development and achievement related conferences with parents, students, counselors, teachers, principal, and/or administrators.</li><li>Performs general instruction coordination duties such as ordering materials, attending meetings, and engaging in various forms or correspondence.</li><li>Attends professional learning sessions and/or required conferences.</li><li>Performs other duties as assigned.</li></ul><br>
<br>
<br>
EDUCATION AND/OR EXPERIENCE:<br>
<ul><li>Bachelor&rsquo;s degree from a Professional Standards Commission approved accredited college or university in relevant educational field required.</li></ul>
<br>
CERTIFICATES, LICENSES, PERMITS:<br>
<ul><li>Valid Professional Standards Commission approved certificate in appropriate educational field at level T-4 or above required.</li><li>Valid Professional Standards Commission approved subject-specific endorsements required.</li></ul></div></div></ul></div><p></p>

Area 3 Elementary School _Special Education Teacher (Barack Obama ES) 2025-2026

GILBERT PUBLIC SCHOOLS

<div></div><div><ul><div><div>JobID: 17150</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Certified Classroom Teacher - Special Education/Special Education Teacher<br>
</div><div><b>
Date Posted:</b><br>
 11/19/2025<br>
</div><div><b>
Location:</b><br>
 Boulder Creek Elementary<br>
</div><div><b>
Date Available:</b><br>
 12/02/2025<br>
</div><div><b>
Closing Date:
</b><br>
 01/19/2026</div><div><b><br>
Months Contracted: </b>10 Months</div><br>
<div><b>Job Grade: </b>Teacher</div><br>
<div><b>Annual Rate:</b> $54,066 and up depending on experience</div><br>
<div><b>Full Time Equivalency: </b>1.0 FTE</div><br>
<div><b>Application Procedure:</b> Apply online</div><br>
<div><b>Fingerprint Clearance Card:</b> Must have a Level One IVP Fingerprint Clearance Card prior to processing. Please follow these steps: Step One Step Two</div><br>
<div><b>Certification Requirements:</b> Applicants need to hold an Arizona Special Education Certificate or be in the process of receiving one</div><br>
<div><b>Please view this for more information: </b>www.gilbertschools.net/joingpssped</div><br>
<div><br>
<b>Teacher - Special Education</b></div><br>
<div><b>Purpose Statement</b><br>
To provide individualized education and/or services to students with gross motor developmental delays, cognitive delays and/or other impairments.</div><br>
<div><b>Essential Functions</b></div><br>
<ul><li>Uses effective teaching techniques and materials to implement established curriculum goals and objectives</li>
<li>Creates a weekly written lesson plan describing daily learning experiences-this weekly lesson plan is to be correlated with the aims and/or objectives in the curriculum guide and/or course outline</li>
<li>Monitors and assesses student progress in order to provide feedback on a regular basis to students and their parents</li>
<li>Diagnoses, instructs and evaluates specific student needs and seeks assistance of district specialists as required</li>
<li>Communicates aims and/or objectives to students in a well-planned, organized manner using clear and precise language</li>
<li>Creates a classroom environment that is positive, productive, and conducive to learning and appropriate to the maturity and interests of students</li>
<li>Assists the administration in implementing all policies and rules governing the development of proper student behavior</li>
<li>Develops and implements reasonable classroom rules of behavior and procedure in a fair and just manner</li>
<li>Creates educational experiences that provide each student the opportunity to develop his/her potential in the areas of personal-social adjustment, decision-making, positive self-image and other life skills</li>
<li>Promotes and follows the adopted school district philosophy, policies regulations and administrative procedures</li>
<li>Communicates concerns and ideas with colleagues, students, parents and community in a positive, professional and ethical manner</li>
<li>Assumes legal responsibility for the supervision of students on school property or in attendance at school-sponsored activities</li>
<li>Strives to maintain and improve professional competence</li>
<li>Assumes individual responsibilities which may be assigned by the principal/supervisor and which may relate to committee work, student activities, student supervision or other planning and professional assignments</li>
<li>Maintains accurate, complete, legible and correct records as required by law, district policy and administrative regulation</li>
<li>Takes necessary and reasonable precautions to protect students, equipment, materials and facilities</li>
<li>Utilize a variety of techniques and materials to execute appropriate curriculum</li>
<li>Monitor student performance and progress, adjusting instruction as necessary</li>
<li>Develop Individual Educational Programs for students with varying functioning levels</li>
<li>Attends IEP meetings and maintain communication with IEP team members</li>
<li>Writes quarterly progress reports.</li>
<li>Develops long and short-term learning goals and objectives for students according to program guidelines and the IEP</li>
<li>Assess student abilities and needs as needed to develop appropriate instruction.</li>
<li>Establishes an instructional pace consistent with students' learning process</li>
<li>Compiles and maintain necessary data and progress notes</li>
<li>Maintains orderliness and safety of instructional areas</li>
<li>Provides appropriate guidance to paraprofessional staff.</li>
</ul><br>
<b>Job Requirements</b>
<div><b>Mental Requirements</b><br>
<b>Learning Development-</b> Level E Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications. Learning development is obtained by the completion of a college curriculum resulting in a bachelor's degree in a specialized field; advanced mathematics, very advanced language development, proficient understanding of practical systems.<br>
<b>Problem Solving</b> - Level 2 Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious and well-defined once problems are understood. Responses come from the realm of prior learning and experiences.<br>
<b>Physical Requirements</b><br>
<b>Physical Skill -</b> Level A Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.<br>
<b>Physical Effort </b>- Level 1 Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.<br>
<b>Social Requirements</b><br>
<b>Human Relations Skill-</b> Level B Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. Skills in establishing harmonious relationships and gaining cooperation are important.<br>
<b>Scope of Contacts </b>- Level 1 The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.<br>
<b>Work Environment</b><br>
<b>Performance Environment</b> - Level A Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.<br>
<b>Physical Working Conditions</b> - Level 1 Generally good working conditions. Little or no exposure to extremes in noise, temperature, etc. little or no exposure to safety or health hazards.<br>
<b>Accountability</b><br>
<b>Level of Accountability </b>-Level B Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.<br>
<b>Organizational Impact -</b> Level 3 Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.</div><br>
<div><b>Experience, Education, and Certifications</b><br>
<b>Experience:</b> Job related experience within the specialized field is preferred.<br>
<b>Education: </b>Bachelor&rsquo;s degree from an accredited educational institution. Continuing Professional Development Specific to job requirements.<br>
<b>Certifications/Clearances:</b> Valid Arizona Special Education Certificate. Meets all certification requirements for the grade level or subject area including proper teaching area endorsements. Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed.</div><br>
<div><b>Compensation Details</b><br>
<b>FLSA Status: </b>Exempt<br>
<b>Pay Schedule:</b> Teacher<br>
<b>Work Calendar: </b>Teacher</div><br>
<div><b>Non Discrimination Statement</b><br>
Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District&rsquo;s activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.<br>
This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.<br>
Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education&rsquo;s Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.</div><br>
<br>
<br>
<div>Attachment(s):<ul><li>
Teacher - Special Education.pdf</li></ul></div></div></ul></div><p></p>

Teacher - Special Education - ESAP

Key Elementary School

<div></div><div><div><div><b>Jackson Public Schools MS</b></div><p><b>
Key Elementary School</b><b> - </b><b>Jackson, Mississippi</b></p></div><p></p><h2 class="jobSectionHeader"><b>
Job Details</b></h2><p></p><b>
Job ID:</b>5434585<br>
<b>Application Deadline:</b>Posted until filled<br>
<b>Posted:</b>Yesterday<p><b><br>
Starting Date:</b>Immediately</p>
<h2 class="jobSectionHeader"><b>Job Description</b></h2><p></p><div><div>
<p>TEACHER, EXCEPTIONAL EDUCATION</p>
<p></p>
<p>Qualifications</p>
<div>
Certificate, license, or other legal credential required</div>
<div>
Degree(s) required in area of major study</div>
<div>
Kind and amount of prior job experience required</div>
<div>
Such alternatives to the above qualifications as the Board may find appropriate and acceptable</div>
<p>
Reports To</p>
<div>
Person designated by the Board or the superintendent</div>
<p>
Supervises</p>
<div>
Staff members designated by the Board or the superintendent</div>
<p>
Job Goal</p>
<div>
To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.</div>
<p>
Essential Functions</p>
<ul><li>Meets and instructs assigned classes in the location and at the times designated.</li>
<li>Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.</li>
<li>Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students.</li>
<li>Prepares for classes assigned, and shows written evidence of preparation upon requests of immediate superior.</li>
<li>Encourages students to set and maintain standards of classroom behavior.</li>
<li>Guides the learning process toward the achievement of curriculum goals and &ndash; in harmony with the goals &ndash; establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students.</li>
<li>Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.</li>
<li>Strives to implement by instruction and action the district&rsquo;s philosophy of education and instructional goals and objectives.</li>
<li>Assesses the accomplishments of students on a regular basis and provides progress reports as required.</li>
<li>Diagnoses the learning abilities of students on regular basis, seeking the assistance of district specialist as required.</li>
<li>Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.</li>
<li>Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.</li>
<li>Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.</li>
<li>Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.</li>
<li>Plans and supervises purposeful assignments for teacher aide(s) and/or volunteer(s) and, cooperatively with department heads, evaluates their job performance.</li>
<li>Strives to maintain and improve professional competence.</li>
<li>Attends staff meetings and serves on staff committees as required.</li>
<li>Supports and implements the CORE Literacy initiative and WOW (Working on the Works).</li>
<li>Performs other related duties as requested or assigned.</li>
</ul><p>Evaluation</p>
<div>
Performance of this job will be evaluated in accordance with provisions of the Board&rsquo;s policy on evaluation of personnel.</div>
<p>
Salary Information</p>
<div>
<div><div><div><div>Classification:</div></div><div><br>
<div>
Teacher (Generic)</div></div></div><div><br>
<div>
<div>Scale:</div></div><div><br>
<div>
Teacher</div></div></div><div><br>
<div>
<div>Grade:</div></div><div><br>
<div>
A-AAAA</div></div></div><div><br>
<div>
<div>Days Employed:</div></div><div><br>
<div>
190 per school year</div></div></div><div><br>
<div>
<div>Range:</div></div><div><br>
<div>
$47,246.00 &ndash; $78,470.00 annually</div></div></div><div><br>
<div>
<div>Overtime:</div></div><div><br>
<div>
Exempt</div>
</div>
</div><br>
</div></div><p>Codes</p>
<div>
<div><div><div><div>MS Personnel/Accreditation Data:</div></div><div><br>
<div>
Varies based on MDE Course Code Book</div></div></div><div><br>
<div>
<div>JPSD Job Position Title:</div></div></div><br>
<div></div>
</div>
</div></div></div><div></div><b>Position Type:</b>Full-Time<br>
<b>Job Categories:</b><p><br>
Classroom Teacher &gt; Elementary</p><p>
Special Education &gt; General Special Education</p><h2 class="jobSectionHeader"><b>
Job Requirements</b></h2><p></p><ul><li>
Bachelor degree preferred.</li></ul><h2 class="jobSectionHeader"><b>
Contact Information</b></h2></div><p></p>

TEACHER, EXCEPTIONAL ED

Montgomery County Public Schools, MD

<div><p><b>FY26: Teacher, ELD, Springbrook HS, 1.0 FTE</b></p><p></p><div><b>
Job Specific Information</b><b>:</b> The wage range for this position is a salary between $64,591 and $131,472 based on education and experience. For information about benefits, please follow the link below. https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view<div>
</div></div><div><b>
MCPS Official Job Description</b><p><b>
Summary Description:</b><br>
Under the direction of the school principal, plans for and provides English language development (ELD) instruction for students who have been identified as eligible for ELD services (formerly known as ESOL) through the state mandated English language proficiency test. Collaborates with administrators, counselors, teachers and other school staff about individual Emergent Multilingual Learner (EML) students and their needs; serves as a resource for information regarding students who are EML, cultural and linguistic differences, English language development, and the ELD instructional program; serves as a resource to explain the ELD instructional program to parents; serves as a resource for students, parents, staff, and community, as needed. Physical Demands: As required by the duties and responsibilities of the job. Special Requirements: None</p></div><div></div><div><p><b><br>
Knowledge Skills Abilities:</b><br>
Considerable knowledge of second language teaching/learning methods and techniques. Ability to work effectively with administrators, counselors and other school staff in organizing and implementing the ELD instructional program. Fluency in another language, in addition to English, preferred. Ability to understand and support students in the process of adjustment to the academic and cultural environment in MCPS. Excellent oral and written communication and human relations skills.
<br>
<br>
<b>Education Training Experience:</b><br>
Bachelor^s degree from an accredited college or university.Certificate License:Holds Maryland teacher certification in ESOL/ELD</p><div><br>
</div></div><p><b>
Job</b><b>:</b> ELD E.L.D.</p><p><b>
Organization</b><b>:</b> Springbrook High School</p><p><b>
Primary Location</b><b>:</b> Silver Spring</p><p><b>
Schedule</b><b>:</b> Full-time | 1.000 (80 hours bi-weekly)</p><p><b>
Working Months</b><b>:</b> 10</p><p><b>
Shift</b><b>:</b> Day Job</p><p><b>
Job Posting</b><b>:</b> Nov 10, 2025, 6:59:25 PM - Ongoing</p></div>

FY26: Teacher, ELD, Springbrook HS, 1.0 FTE

Sheldon Independent School District

<div></div><div><ul><div><div>JobID: 644</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Teaching Elementary School/SPED (DRIVE)<br>
</div><div><b>
Date Posted:</b><br>
 11/10/2025<br>
</div><div><b>
Location:</b><br>
 H.M. Carroll Elementary School</div><div><br>
To provide specialized instruction and behavioral support to students receiving services through the B.E.S.T. (Behavior, Emotional, Social Training) program. The B.E.S.T. teacher works with students who exhibit significant behavioral, emotional, or social challenges, implementing behavior intervention plans and individualized academic instruction in a structured, therapeutic environment.</div><br>
<p><b>Qualifications:</b></p><br>
<div><b>Education/Certification:</b></div><br>
<ul><li><div>Bachelor&rsquo;s degree from an accredited university (required)</div>
</li><li><div>Valid Texas teaching certificate with Special Education EC&ndash;12 certification (required)</div>
</li><li><div>CPI (Crisis Prevention Intervention) certification (required or must be obtained upon hire)</div>
</li><li><div>ESL Certification (preferred)</div></li><br>
</ul><div><b>Special Knowledge/Skills:</b></div><br>
<ul><li><div>Deep understanding of behavior management and emotional regulation strategies</div>
</li><li><div>Experience with implementing Behavior Intervention Plans (BIPs) and social-emotional learning practices</div>
</li><li><div>Strong classroom management and de-escalation skills</div>
</li><li><div>Ability to collaborate with counselors, behavior specialists, and support staff</div>
</li><li><div>Effective data collection and progress monitoring for both academic and behavioral goals</div><br>
</li>
</ul><p><b>Major Responsibilities and Duties:</b></p><br>
<div><b>Behavioral and Emotional Support:</b></div><br>
<ul><li><div>Implement individualized BIPs and support students with social-emotional needs</div>
</li><li><div>Teach coping skills, self-regulation techniques, conflict resolution, and behavioral replacement strategies</div>
</li><li><div>Monitor and document behavioral incidents, de-escalation strategies, and student progress</div></li><br>
</ul><div><b>Instructional Responsibilities:</b></div><br>
<ul><li><div>Provide modified academic instruction aligned to IEP goals and TEKS</div>
</li><li><div>Differentiate instruction to meet the unique academic needs of students in the program</div>
</li><li><div>Use structured routines and consistent expectations to create a safe and supportive learning environment</div></li><br>
</ul><div><b>Collaboration and Compliance:</b></div><br>
<ul><li><div>Collaborate with campus and district behavior teams, counselors, and general education staff</div>
</li><li><div>Lead ARD meetings and ensure IEP goals related to behavior and academics are implemented with fidelity</div>
</li><li><div>Maintain compliance with IDEA, district policies, and documentation requirements</div></li><br>
</ul><div><b>Team and Crisis Support:</b></div><br>
<ul><li><div>Supervise and guide B.E.S.T. paraprofessionals assigned to the classroom</div>
</li><li><div>Participate in crisis prevention, intervention, and post-incident debriefs</div>
</li><li><div>Maintain a calm, positive, and structured atmosphere to promote student growth</div><br>
</li>
</ul><p><b>Working Conditions:</b></p><br>
<ul><li><div>High behavioral and emotional demands requiring patience, consistency, and resilience</div>
</li><li><div>Frequent need for physical movement and possible use of CPI strategies</div>
</li><li><div>May involve working in a self-contained, small-group, or pull-out setting<br>
<br>
<ul><li>Salary is commensurate with experience</li><li>Starting Salary $65,000</li><li>This position cannot be performed remotely</li></ul>
<br>
Sheldon ISD will accept applications for this position through 11/24/2025. After this date, applicants can continue to submit applications in case the district was unable to find a suitable candidate. If the district was unable to find a suitable candidate from the initial applications, applications submitted after 11/24/2025 will be reviewed in ten-day increments until a viable candidate is recommended for hire.</div></li></ul></div></ul></div><p></p>

SPED Best Teacher

Hampton City Schools

<div></div><div><ul><div><div>JobID: 2306</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Other Licensed Staff/Special Education IEP Writer<br>
</div><div><b>
Date Posted:</b><br>
 11/10/2025<br>
</div><div><b>
Location:</b><br>
 Special Education<br>
</div><div><b>
Closing Date:
</b><br>
 Open until filled<br>
</div>
 Position open to external and internal candidates who are not currently under contract.<br>
<br>
<b>POSITION INFORMATION:</b><br>
<br>
<div><div><div><div>Supervisor:</div> <div>Special Education Coordinator and Director</div>
</div><br>
<div><div>Employment Period:</div> <div>10 months; remainder of SY 25/26 with the possibility of extension for SY 26/27</div>
</div><br>
<div><div>Employment Status:</div> <div>Full-time</div>
</div><br>
<div><div>Pay Grade:</div> <div>Teacher Scale</div>
</div><br>
<div><div>Hiring Range:</div> <div>Commensurate with experience</div>
</div><br>
<div><div>Start Date:</div> <div>Immediately</div><br>
</div><br>
</div></div><br>
<br>
<br>
<br>
<b>DUTIES AND RESPONSIBILITIES:</b><br>
<br>
The IEP Writer provides specialized support in the development, review, and revision of Individualized Education Programs (IEPs) to ensure compliance with federal, state, and division regulations. This position assists Associate Teachers across the division in drafting high-quality, data-driven IEPs that reflect each student&rsquo;s strengths, needs, and educational goals. The IEP Writer collaborates closely with case managers/roster teachers, related service providers, administrators, and families to promote clarity, compliance, and effective service planning.<br>
<ul><li>Support Associate Teachers in the development and documentation of IEPs to ensure accuracy, compliance, and alignment with student data.</li>
<li>Draft IEPs based on student performance data, assessment results, and input from IEP team members.</li>
<li>Ensure that all sections of the IEP, including the Present Level of Academic Achievement and Functional Performance (PLAAFP), goals, accommodations, and services, are complete, measurable, aligned with the student&rsquo;s disability-based needs and consistent with division standards.</li>
<li>Collaborate with Associate Teachers, Coordinators, and related service providers to ensure the IEP accurately reflects each student&rsquo;s educational program.</li>
<li>Assist with progress monitoring and review of student data to inform IEP development.</li>
<li>Maintain strict confidentiality of student records and sensitive information.</li>
<li>Participate in team meetings, professional learning, and compliance reviews as requested.</li>
<li>Support the division&rsquo;s mission to provide equitable, high-quality educational opportunities for students with disabilities.</li>
</ul><br>
<b>WORK ENVIRONMENT:</b><br>
<ul><li>Office and school-based settings across the division.</li>
<li>Flexible scheduling may be required to meet IEP compliance timelines.</li>
<li>May involve occasional travel between schools or participation in virtual meetings.</li>
</ul><br>
<b>JOB REQUIREMENTS:</b><br>
<ul><li>Bachelor&rsquo;s degree in Special Education or related field required; Master&rsquo;s degree preferred.</li>
<li>Valid Virginia teaching license with an endorsement in Special Education preferred.</li>
<li>Minimum of three years of experience in special education instruction, case management, or IEP development.</li>
<li>Experience supporting multiple school sites or working within a large division is highly desirable.</li>
<li>Thorough understanding of IDEA, Virginia special education regulations, and division procedures/policies related to IEP development and implementation.</li>
<li>Strong written communication and organization skills with attention to detail.</li>
<li>Ability to interpret data and translate it into measurable IEP goals.</li>
<li>Skill in collaborating with multidisciplinary teams and maintaining positive working relationships.</li>
<li>Proficiency in IEP management systems (e.g., VA IEP, PowerSchool, or other division-approved platforms).</li>
<li>Commitment to maintaining confidentiality and professionalism at all times.</li>
<li>Valid Drivers License required.</li>
</ul>
<br>
<b>APPLICATION REQUIREMENTS:</b><br>
<br>
You may apply anytime before midnight on the closing date. The following information is required to be considered for the position:<br>
<ul><li>Resume</li>
<li>Feedback on reference forms from at least 2 persons listed as references (required from external candidates).</li>
</ul><br>
Only complete applications will be considered.<br>
<br>
Hampton City Schools does not discriminate in employment against any person on the basis of race, color, religion, national origin, sex, gender, age, disability or other protected class. Personnel decisions are based on merit and the ability to perform the essential functions of the job, with or without reasonable accommodation. The following person has been designated to handle inquiries regarding the non-discrimination policies:<br>
Executive Director of Human Resources, One Franklin Street, Hampton, VA 23669; (757) 727-2300<br>
Appropriate accommodations for individuals with disabilities are available upon request.</div></ul></div><p></p>

Special Education IEP Writer

Hamilton County Schools

<div></div><div><div><div><div><h2 class="jobSectionHeader"><b>Job Description
</b></h2><div><br>
<b>Overview</b><div><br>
Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits. We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County.</div><div><br>
Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030.<br>
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<b>Responsibilities</b><div><br>
Exceptional Education Itinerant Gifted Teacher: Experience teaching intellectually gifted students. Willing to participate in and knowledgeable about the assessment process for intellectually gifted students, including experience with the administration and interpretation of standardized and curriculum-based educational assessments. Understand and be able to work with the <i>Intellectually Gifted Assessment Scoring Grid</i>. Have a clear understanding of the identification of &ldquo;at risk&rdquo; populations and the assessment alternatives that are appropriate when assessing a student who has been identified &ldquo;at risk&rdquo;. This is an itinerant / district-wide position. Schools and base will be assigned following hire.</div><div></div><div><br>
Classroom Culture: Build a safe and productive classroom culture. Positive relationships are evident, procedures are clear, and the classroom is safe and secure for learning to unfold. Student and teacher interactions promote a growth mindset.</div><div></div><div><br>
Family &amp; Community: Develop strong relationships with students&rsquo; families while diligently informing parents of expectations, positive news, and/or concerns. Provide opportunities for parents to be involved in their children&rsquo;s learning. Willingness to collaborate in building a strong school community and to foster a collaborative relationship with content area or grade level teachers, administrators, students, parents, and other stake holders.</div><div></div><div><br>
Professional Responsibilities: Actively participates in system-wide professional developments offered by exceptional education and learning community with colleagues in order to improve teaching and student learning. Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school. Knowledge of IDEA, current state special education rules and regulations, and compliance issues relative to programming, assessment and procedural safeguards for students with disabilities.<br>
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<b>Qualifications</b><br>
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Must be able to write and implement instructional appropriate IEP&rsquo;s leading to positive outcomes for intellectually gifted students and facilitate IEP meetings.</li><li>
Ability to design/write and implement transition programming for students with mild to moderate disabilities.</li><li>
Experience with administration and interpretation of standardized assessments and alternative assessments.</li><li>
Good organizational skills; good communication skills to facilitate teaching, assessment, meeting and data management responsibilities such as Easy IEP.</li><li>
Possess good technology skills to facilitate implementation of academic and/or behavior intervention programs and working with a wide variety of technology platforms.</li><li>
A knowledge and understanding of the cognitive, social, and emotional characteristics and needs of intellectually gifted students from diverse populations.</li><li>
A knowledge of and access to advanced content and ideas and appropriate activities and opportunities.
</li></ul><ul><li>Conduct ongoing data collection on all IEP goals/objectives as indicated in the wording of each IEP goal, but at minimum 1 data point per goal per week. Place a copy of the data collection in the student&rsquo;s special education file prior to each quarterly progress report. Use the collected data to complete Progress Monitoring Data Points in EasyIEP and to complete the quarterly progress reports that are sent home to parents/guardians.</li><li>
Case managers and service providers will use the EasyIEP Progress Monitoring Wizard to graph at least 3 data points per goal per each nine week grading period. (The only exceptions to using the EasyIEP Progress Monitoring Graphs are Speech Language Personnel, OTs, PTx, and Audiologists who use Stellar Docs for Progress Monitoring. It is understood that service personnel using Stellar Docs will also enter data on quarterly progress reports.)</li></ul><div></div><div><br>
Compensation</div><div>
Salary is based on a combination of relevant education and experience.</div><div></div><div><i><br>
This position may be eligible for an increase in total compensation. The Differentiated Compensation Plan applies to designated schools and hard-to-staff positions.</i></div></div></div></div></div></div><p></p>

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