professor of special education

Fort Valley State University

<div>
 <strong>
  Job Summary
  <br/>
  <br/>
 </strong>
 The College of Education &amp; Professional Studies at Fort Valley State University invites applications for the Elementary/Special Education Assistant or Associate Professor position in the Educator Preparation Program. This position will commence as early as negotiated.
 <br/>
 <br/>
 We are seeking an experienced educator whose experience and research reflects engagement with young children and those identified with having disabilities as well as those who are English Language Learners. Preferred areas of interests might focus on specific reading difficulties, literacy development, bilingual education, early childhood special education, diversity or reducing risk for disabilities. Areas of interests may also include writing acquisition, assessment, and instruction for students with learning disabilities and students from underserved communities.
 <br/>
 <br/>
 This position will require teaching at the undergraduate and graduate levels, advising, and the supervision of placements. A background and certification in early childhood/elementary education or Special Education is preferred. The selected candidate is expected to serve on various departmental, college, and university-level committees as well as engage in research and service activities.
 <br/>
 <br/>
 <strong>
  Duties And Responsibilities
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Teach undergraduate /graduate courses in Elementary/Special Education.
  </li>
  <li>
   Supervise student teachers and practicum candidates.
  </li>
  <li>
   Serve on departmental, college, and institutional committees.
  </li>
  <li>
   Engage in scholarly activities, attend and present at professional conferences, and perform service projects.
  </li>
  <li>
   Work collaboratively with P-12 school communities.
  </li>
  <li>
   Prepare accreditation and program reports, as needed.
  </li>
  <li>
   Review and plan curricula.
  </li>
  <li>
   Attend university functions and meetings.
  </li>
  <li>
   Complete other duties, as assigned.
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Qualifications
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Doctorate Degree in Elementary or Special Education.
  </li>
  <li>
   Experience with teaching in a traditional classroom setting.
  </li>
  <li>
   Experience with teaching young children.
  </li>
  <li>
   Documented ability to teach, advise, and supervise field-based programs.
  </li>
  <li>
   Documented ability to infuse technology in teaching.
  </li>
  <li>
   Documented ability to foster relationships with colleagues and students.
  </li>
  <li>
   Documented ability of written and verbal communication skills.
  </li>
  <li>
   Documented ability of data disaggregation and analysis.
  </li>
  <li>
   Documented ability to use data from assessments to gauge instruction and planning.
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Working conditions
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Regular office environment, climate controlled
  </li>
  <li>
   Working conditions include visiting placement sites, attending workshops, and other instructional travel
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Physical Requirements
  <br/>
  <br/>
 </strong>
 While performing the duties of this job, the employee is regularly required to sit; use hands to handle or feel and talk or hear. The employee is frequently required to reach with hands and arms. The employee is occasionally required to stand; walk and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus.
 <br/>
 <br/>
 <em>
  <strong>
   The above list of job duties is not exclusive or exhaustive and the incumbent will be required to undertake such tasks as may reasonably be expected within the scope of the position
   <br/>
   <br/>
  </strong>
 </em>
 <strong>
  <em>
   Job Posted by ApplicantPro
  </em>
 </strong>
</div>


Assistant Professor of Elementary /Special Education

Gwinnett County Public Schools

<div></div><div><ul><div><div>JobID: 99957</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Teachers/Tchr AUT-Mild-Level III<br>
</div><div><b>
Date Posted:</b><br>
 10/24/2025<br>
</div><div><b>
Location:</b><br>
 Kanoheda Elementary<br>
</div><div><b>
Date Available:</b><br>
 11/03/2025<br>
</div><div><div><div><b>
Job Code: </b>Tchr AUT-Mild-Level III - 060159</div><div></div><div><b> Standard Hours: </b>40</div><div></div><div><b> Department: </b>Special Education - 101200</div><div></div><div><b> Empl Class: </b>NA</div></div><br>
<div></div><div><div><b>
Minimum Salary: </b>$60,146.00/Annually<br>
<br>
</div><div></div><div><b> Maximum Salary: </b>$113,000.00/Annually<br>
<br>
</div><div></div><div><b> Scheduled Days: </b>190<br>
<br>
</div><div></div><div><b> Target Openings: </b>1<br>
</div></div><br>
</div><div></div>
 License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education.<br>
<br>
Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.<br>
<br>
Experience Qualifications: Previous teaching experience preferred.<br>
<br>
Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.<br>
<br>
Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals.<br>
<br>
1. Demonstrate command of school subject being taught.<br>
a. Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district?s curriculum and Individual Education Programs (IEP).<br>
b. Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs.<br>
c. Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers.<br>
d. Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.<br>
e. Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.<br>
<br>
2. Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum.<br>
a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.<br>
b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.<br>
c. Analyze student work and assessments to determine instructional needs.<br>
d. Prepare written lesson plans to support instructional objectives of the AKS for all students.<br>
e. Plan appropriate assessment of student learning.<br>
<br>
3. Evaluate, select, and modify resources and activities.<br>
a. Review resources including district core materials.<br>
b. Select core materials and other resources that match the AKS.<br>
c. Select resources that match the learner(s) needs.<br>
d. Select resources that reflect scientifically based research on effective instruction.<br>
<br>
4. Oversee assessment activities.<br>
a. 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.<br>
<br>
5. Provide initial focus for the lesson.<br>
a. Communicate specific learning objectives to students in a clear manner.<br>
b. Link lesson content to students? prior knowledge, background experience, and/or real-world application of content.<br>
c. Capture student attention through active involvement.<br>
<br>
6. Organize content for presentation of the lesson.<br>
a. Present information in a logical sequence.<br>
b. Organize the presentation of content into blocks or steps based on the students? needs and the complexity of the material.<br>
c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.<br>
<br>
7. Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.<br>
a. Assess students? learning of the AKS and provide specific feedback to students and parents on a frequent basis.<br>
b. Provide collaborative learning opportunities.<br>
c. Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice.<br>
d. Explicitly teach essential content-related vocabulary.<br>
e. Utilize a variety of nonverbal/visual representations of content and skills.<br>
f. Explicitly teach students to summarize their learning.<br>
g. Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.<br>
h. Access and/or build students? background knowledge and experience.<br>
i. Use and teach questioning and cuing/prompting techniques.<br>
j. Utilize technology effectively to plan, teach, and assess.<br>
k. Use inquiry-based problem-solving learning strategies with students in all content areas.<br>
l. Teach and require students to set personal goals for improving their academic achievement.<br>
m. Teach students to compare and contrast knowledge, concepts, or content.<br>
<br>
8. Provide formative assessment that measures student progress toward AKS objective(s).<br>
a. Monitor students? progress in learning through a variety of techniques on a frequent basis.<br>
b. Adjust instructional plans based on formative assessment results.<br>
c. Provide criteria that allow students to measure their own progress toward an objective(s).<br>
<br>
9. Provide summative assessment, which measures student achievement of objectives(s).<br>
a. Assess students' learning of the AKS.<br>
b. Provide assessments that are appropriate for the learner(s).<br>
c. Maintain assessment records for each student.<br>
d. Communicate assessment results to students.<br>
e. Utilize assessment results to plan for subsequent instruction.<br>
<br>
10. Organize the learning environment to maximize student time on task.<br>
a. Organize and arrange the classroom to facilitate learning.<br>
b. Ensure smooth transitions from one activity to another.<br>
c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.<br>
<br>
11. Maintain behavior, which is conducive to learning.<br>
a. Define and communicate behavior expectations to students in a clear manner.<br>
b. Monitor behavior and provide appropriate feedback to students.<br>
c. Deal effectively with inappropriate behavior.<br>
d. Focus on student behavior rather than personality.<br>
e. Treat sensitive situations with discretion.<br>
f. Encourage participation from all students.<br>
g. Establish mutual respect between the teacher and students.<br>
h. Convey warmth, friendliness, and enthusiasm.<br>
<br>
12. Assist with the physical needs of special education students when appropriate.<br>
a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed.<br>
b. Ensure safe travel of students within the school environment and on study trips as needed.<br>
c. Provide to support ostomy care, catheterization, and/or other medically related procedures as needed.<br>
<br>
13. Oversee the due process.<br>
a. Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned.<br>
b. Coordinate and/or serve on eligibility and placement teams.<br>
c. Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms.<br>
d. Inform designated school administrative personnel of program progress, issues, and/or concerns.<br>
e. Comply with federal, state, and district due process policies and procedures.<br>
<br>
14. Participate professional growth activities.<br>
a. Participate in professional growth and professional learning activities.<br>
b. Apply new knowledge and skills acquired in planning and delivery of student instruction.<br>
c. Demonstrate evidence of progress toward individual goals plan.<br>
<br>
15. Execute professional responsibilities.<br>
a. Use standard written expression.<br>
b. Use acceptable oral expression.<br>
c. Demonstrate punctuality to class, to assigned duties, and to other school activities.<br>
d. Submit records, reports, and forms accurately and in a timely manner.<br>
e. Provide clear plans for substitute teachers.<br>
f. Maintain regular attendance.<br>
g. Demonstrate a willingness to share ideas, methods, and materials.<br>
h. Cooperate with staff and support the development of activities/goals of the local school.<br>
i. Encourage positive home/school communications.<br>
<br>
16. Perform other duties as assigned.
<br>
<br>
Physical Demands:<br>
While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</div></ul></div><p></p>

Teacher AUT-Mild-Level III - Special Education

School District of Waukesha

<p></p><div><div><div><div><div><div>Position Details</div><b>
</b></div><div><div><div><div><div>Position Start Date</div></div>
<p>As soon as possible</p>
</div><div><div><div>Salary/Wage</div></div>
<p>Competitive Salary and Benefits Package</p>
</div><div><div><div>Terms/Schedule</div></div>
<p>Limited Term Contract through 6/12/26</p>
</div><div><div><div>Appointment Type</div></div>
<p>Full Time</p>
</div></div><div><div><div><div>Description</div></div>
<div><div>The School District of Waukesha is seeking a qualified <b>Special Education Teacher</b>. The goal of this position is to engage students in grades 6-8 in the broader learning experiences in meeting the needs of IEP goals. The successful candidate will resource and case manage programming and supports for students identified with disabilities including but not limited to autism, specific learning disabilities, emotional/behavioral, and intellectual disabilities.
<br>
<br>
Qualified candidates should possess the ability to:</div>
<ul><li>Demonstrate the use of technology to promote student learning &amp; engagement</li>
<li>Collaborate with families, colleagues, grade level teams, and members of the school&rsquo;s Student Services Team regarding student learning goals</li>
<li>Build positive relationships with children and constructively manage student behavior</li>
<li>Participate in and contribute to Professional Learning Communities at the school and district level</li>
<li>Implement evidence-based strategies that support School Improvement Plan goals and expectations in the School District of Waukesha&rsquo;s Vision of Excellence</li>
<li>Co-plan and co-support with regular education teachers to meet the needs of all learners</li>
<li>Provide evidence-based intervention / specialized instruction and monitor student progress to close achievement gaps</li>
<li>Desire to teach in an urban and/or culturally &amp; linguistically diverse setting</li>
</ul><div>In addition, candidates should:</div>
<ul><li>Possess an unwavering belief and drive for all students to develop the capacity and skills to be community, college and career ready</li>
<li>Possess the belief that all students can learn, think, and communicate meaningfully regardless of differing ability levels</li>
<li>Design learning opportunities and instruct students with complex support needs in the areas of: self care tasks, emotional and behavioral regulation strategies, self-advocacy skills, independence skills, functional academic understanding, independent living skills, and diverse communication needs. In addition, the candidate will provide opportunities for generalizing these skills in community based learning experiences in order to develop competence and confidence in post-secondary life.</li>
</ul></div></div></div></div></div></div><div><div><div><div>Candidate Requirements</div><b>
</b></div><div><div><div><div><div>Years of Experience</div></div>
<p>0</p>
</div><div><div><div>Degree</div></div>
<p>Bachelor</p>
</div></div><div><div><div><div>Licenses</div></div>
<div><ul><li>Cross Categorical Special Education</li>
</ul></div></div><div><div><div>Additional Requirements</div></div>
<div><ul><li>Cover Letter</li>
<li>Resume</li>
<li>Letters of Recommendation</li>
<li>Transcripts &amp; Licenses/Certifications</li></ul></div></div></div></div></div></div></div></div>

Teacher - Special Education - Les Paul

<div></div><div><ul><div><div>JobID: 99961</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Teachers/Tchr AUT-Mild-Level III<br>
</div><div><b>
Date Posted:</b><br>
 10/30/2025<br>
</div><div><b>
Location:</b><br>
 Freeman`s Mill Elementary<br>
</div><div><b>
Date Available:</b><br>
 11/03/2025<br>
</div><div><div><div><b>
Job Code: </b>Tchr AUT-Mild-Level III - 060159</div><div></div><div><b> Standard Hours: </b>40</div><div></div><div><b> Department: </b>Special Education - 101200</div><div></div><div><b> Empl Class: </b>NA</div></div><br>
<div></div><div><div><b>
Minimum Salary: </b>$60,146.00/Annually<br>
<br>
</div><div></div><div><b> Maximum Salary: </b>$113,000.00/Annually<br>
<br>
</div><div></div><div><b> Scheduled Days: </b>190<br>
<br>
</div><div></div><div><b> Target Openings: </b>1<br>
</div></div><br>
</div><div></div>
 License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education.<br>
<br>
Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.<br>
<br>
Experience Qualifications: Previous teaching experience preferred.<br>
<br>
Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.<br>
<br>
Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals.<br>
<br>
1. Demonstrate command of school subject being taught.<br>
a. Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district?s curriculum and Individual Education Programs (IEP).<br>
b. Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs.<br>
c. Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers.<br>
d. Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.<br>
e. Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.<br>
<br>
2. Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum.<br>
a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.<br>
b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.<br>
c. Analyze student work and assessments to determine instructional needs.<br>
d. Prepare written lesson plans to support instructional objectives of the AKS for all students.<br>
e. Plan appropriate assessment of student learning.<br>
<br>
3. Evaluate, select, and modify resources and activities.<br>
a. Review resources including district core materials.<br>
b. Select core materials and other resources that match the AKS.<br>
c. Select resources that match the learner(s) needs.<br>
d. Select resources that reflect scientifically based research on effective instruction.<br>
<br>
4. Oversee assessment activities.<br>
a. 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.<br>
<br>
5. Provide initial focus for the lesson.<br>
a. Communicate specific learning objectives to students in a clear manner.<br>
b. Link lesson content to students? prior knowledge, background experience, and/or real-world application of content.<br>
c. Capture student attention through active involvement.<br>
<br>
6. Organize content for presentation of the lesson.<br>
a. Present information in a logical sequence.<br>
b. Organize the presentation of content into blocks or steps based on the students? needs and the complexity of the material.<br>
c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.<br>
<br>
7. Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.<br>
a. Assess students? learning of the AKS and provide specific feedback to students and parents on a frequent basis.<br>
b. Provide collaborative learning opportunities.<br>
c. Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice.<br>
d. Explicitly teach essential content-related vocabulary.<br>
e. Utilize a variety of nonverbal/visual representations of content and skills.<br>
f. Explicitly teach students to summarize their learning.<br>
g. Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.<br>
h. Access and/or build students? background knowledge and experience.<br>
i. Use and teach questioning and cuing/prompting techniques.<br>
j. Utilize technology effectively to plan, teach, and assess.<br>
k. Use inquiry-based problem-solving learning strategies with students in all content areas.<br>
l. Teach and require students to set personal goals for improving their academic achievement.<br>
m. Teach students to compare and contrast knowledge, concepts, or content.<br>
<br>
8. Provide formative assessment that measures student progress toward AKS objective(s).<br>
a. Monitor students? progress in learning through a variety of techniques on a frequent basis.<br>
b. Adjust instructional plans based on formative assessment results.<br>
c. Provide criteria that allow students to measure their own progress toward an objective(s).<br>
<br>
9. Provide summative assessment, which measures student achievement of objectives(s).<br>
a. Assess students' learning of the AKS.<br>
b. Provide assessments that are appropriate for the learner(s).<br>
c. Maintain assessment records for each student.<br>
d. Communicate assessment results to students.<br>
e. Utilize assessment results to plan for subsequent instruction.<br>
<br>
10. Organize the learning environment to maximize student time on task.<br>
a. Organize and arrange the classroom to facilitate learning.<br>
b. Ensure smooth transitions from one activity to another.<br>
c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.<br>
<br>
11. Maintain behavior, which is conducive to learning.<br>
a. Define and communicate behavior expectations to students in a clear manner.<br>
b. Monitor behavior and provide appropriate feedback to students.<br>
c. Deal effectively with inappropriate behavior.<br>
d. Focus on student behavior rather than personality.<br>
e. Treat sensitive situations with discretion.<br>
f. Encourage participation from all students.<br>
g. Establish mutual respect between the teacher and students.<br>
h. Convey warmth, friendliness, and enthusiasm.<br>
<br>
12. Assist with the physical needs of special education students when appropriate.<br>
a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed.<br>
b. Ensure safe travel of students within the school environment and on study trips as needed.<br>
c. Provide to support ostomy care, catheterization, and/or other medically related procedures as needed.<br>
<br>
13. Oversee the due process.<br>
a. Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned.<br>
b. Coordinate and/or serve on eligibility and placement teams.<br>
c. Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms.<br>
d. Inform designated school administrative personnel of program progress, issues, and/or concerns.<br>
e. Comply with federal, state, and district due process policies and procedures.<br>
<br>
14. Participate professional growth activities.<br>
a. Participate in professional growth and professional learning activities.<br>
b. Apply new knowledge and skills acquired in planning and delivery of student instruction.<br>
c. Demonstrate evidence of progress toward individual goals plan.<br>
<br>
15. Execute professional responsibilities.<br>
a. Use standard written expression.<br>
b. Use acceptable oral expression.<br>
c. Demonstrate punctuality to class, to assigned duties, and to other school activities.<br>
d. Submit records, reports, and forms accurately and in a timely manner.<br>
e. Provide clear plans for substitute teachers.<br>
f. Maintain regular attendance.<br>
g. Demonstrate a willingness to share ideas, methods, and materials.<br>
h. Cooperate with staff and support the development of activities/goals of the local school.<br>
i. Encourage positive home/school communications.<br>
<br>
16. Perform other duties as assigned.
<br>
<br>
Physical Demands:<br>
While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</div></ul></div><p></p>

Panoramic Associates Limted

<p><b>Reports to:</b> Chief Executive Officer (CEO)</p><p><b>Responsible for: </b>Growth Strategy, Commissioning, Finance, HR, Estates, IT, Compliance, and Operations Teams</p><p><b>Purpose of the Role:</b></p><p>The Chief Operating Officer (COO) will be a key member of the Executive Leadership Team (ELT), responsible for ensuring the effective and efficient operational management of the organisation. You will lead the establishment and expansion of a new group of schools catering for students with SEN.</p><p>The COO will oversee non-educational functions including finance, human resources, estates management, compliance, ICT, health & safety, and risk management, enabling the CEO, Headteachers, and education leaders to focus on delivering outstanding education and care for children and young people with Special Educational Needs and Disabilities (SEND).</p><p>The role requires a strategic leader with the ability to deliver operational excellence, support growth, and maintain compliance with statutory frameworks relevant to SEND education in the UK.</p><p><b>Responsibilities will include (but are not limited to):</b></p><ul><li>Establish and expand new SEND schools</li><li>Provide strategic leadership to the schools</li><li>Oversee operational management</li><li>Ensure systems are in place for Ofsted compliance</li><li>Operations and compliance</li><li>Strategic leadership</li><li>People and culture</li><li>Technology and innovation</li></ul><p><b>Person Specification:</b></p><ul><li>Demonstrable success in managing multi-site operations at COO, or equivalent senior</li><li>Experience in establishing and growing SEND schools, including operational project management of new school openings.</li><li>Strong understanding of SEND education context, legislation, and regulatory requirements in the UK.</li><li>Proven ability to lead multidisciplinary teams and deliver organisational change.</li><li>Demonstrable financial acumen with experience managing multi-million-pound budgets.</li><li>Excellent communication, negotiation, and stakeholder management skills.</li><li>Commitment to inclusion, safeguarding, and improving outcomes for children and young people with SEND.</li><li>Extensive knowledge of commissioning processes and local authority funding agreements.</li></ul><p>To explore this role further, please get in touch with Abbey from Panoramic Associates.</p><p>We are an equal opportunities employer and welcome applications from all suitably qualified candidates.</p><img src="https://www.jobg8.com/Tracking.aspx?BrmZWvLiuv4puUFMy5lSLYeD66A7Kwu6s" width="0" height="0" />

COO - Special Schools

Mesa Public Schools - AZ

<div><ul><li><b>Forbes names Mesa Public Schools in their list of Best Employers in Arizona for multiple years.
</b></li><li><b>East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years.
</b></li></ul><div><div><div><div><b>Employment Type:
</b></div><div><p>Full-time<br>
</p></div></div><br>
<div><div><p><b>Base Salary:<br>
</b></p></div><div><p>$55,386.00<br>
</p></div></div><br>
<div><div><p><b>Calendar:<br>
</b></p></div><div><p>Certified Exempt, 187 workdays<br>
</p></div></div><br>
<div><div><p><b>Benefits:<br>
</b></p></div><div><p>Sick leave, holidays, matched retirement through the Arizona State Retirement System, health, and life insurance<br>
</p></div></div><br>
<div><div><p><b>Performance Pay:<br>
</b></p></div><div><p>Available annually<br>
</p></div></div><br>
<div><div><p><b>New Hire Experience:<br>
</b></p></div><div><p>$500 for each full-time year of certified teaching or verified like experience<br>
</p></div></div><br>
<div><div><p><b>New Hire Education:<br>
</b></p></div><div><p>$65/hour of graduate level credits: BA +45 hours max, MA +60 hours max $1000 for advanced degrees
</p></div></div><br>
</div></div><div><div><div><div><p><b>Certification:<br>
</b></p></div><div><p>Alternate teaching certification pathways available with a bachelor&rsquo;s degree<br>
</p></div></div><br>
</div></div><p></p><p><b>Job Summary:<br>
</b></p><p></p><p>The classroom teacher will lead students toward the fulfillment of their potential by translating the district curriculum standards and objectives into meaningful learning experiences through classroom instruction and indirectly through special area assignments. The teacher is responsible for maintaining a positive and appropriate educational environment and creating a program that meets the intellectual and emotional needs of all students.<br>
</p><p></p><p>Candidates must complete an <b>on-line </b>application which requires appropriate Arizona certification, valid IVP Arizona fingerprint clearance card, evidence of highly qualified status, three letters of recommendation, and transcript of credits.<br>
</p><p></p><p><b>Key Responsibilities:
</b></p><ul><li>Demonstrates knowledge of related subject matter, instructional skills and resource materials
</li><li>Utilizes a variety of effective instructional and management techniques
</li><li>Considers the individual learning needs and abilities of students, as well as school and district learning goals, in preparation and utilization of lesson plans, instructional materials, and assessment documents
</li><li>Utilizes district-adopted textbooks and curriculum guides in instructional planning and implementation
</li><li>Incorporates higher level thinking strategies and real-life applications into lesson planning
</li><li>Creates instructional and assessment materials that align with learning objectives and method of instruction
</li><li>Use available technology or instructional media to enhance the students&rsquo; learning experiences
</li><li>Continuously and accurately collects student achievement data using a variety of tools (e.g., tests, projects, demonstrations, checklists). Utilizes this information to make instructional and management decisions that will positively impact student achievement
</li><li>Establishes, supports and administers positive classroom management in accordance with regulations
</li><li>Establishes positive and appropriate relationships with students and maintains open lines of communication with students and parents concerning academic and behavioral progress
</li><li>Works with parents and school personnel representatives to provide an appropriate education for each student
</li><li>Produces, utilizes and maintains student records that relate to student achievement, attendance and discipline
</li><li>Provides a positive and safe environment that is conducive to learning
</li><li>Takes an active role in establishing and supporting school goals and resolving school concerns
</li><li>Communicates an expectation of success for all students
</li><li>Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools
</li></ul><p><b>Required Qualifications:
</b></p><ul><li>Bachelor&rsquo;s degree
</li><li>Valid Arizona Teaching Certification
</li><li>Prior teaching experience
</li><li>Associate teacher, student teaching or practicum experience
</li></ul><p><b>Skills &amp; Competencies:
</b></p><ul><li>Models the attributes and skills of the MPS Portrait of a Graduate
</li><li>Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
</li><li>Demonstrates knowledge of related subject matter, instructional skills, and resource materials
</li><li>Utilizes a variety of effective instructional and management techniques
</li><li>Ability to develop and maintain cooperative and effective professional relationships with teachers, administrators, parents, students
</li><li>Ability to effectively communicate (verbal and written) with parents and school personnel at all levels
</li><li>Maintains a professional appearance and demonstrates behavior that is conscientious and responsible
</li><li>Appropriately communicates and interacts with other staff in academic planning and school committee work
</li><li>Attends and participates in staff meetings and extra-curricular/school-related activities and committees
</li><li>Demonstrates a commitment to continuous professional growth
</li></ul><p><b>Work Environment &amp; Physical Requirements:
</b></p><ul><li>Traditional setup with desks, whiteboards, and digital tools like projectors or interactive televisions
</li><li>Teachers may supervise students in hallways, cafeterias, playgrounds, and outdoor spaces
</li><li>Normal 8-hour work day except Parent-teacher conferences, professional development, and extracurricular activities may extend work hours
</li><li>Engaging with diverse students, managing classroom behavior, and addressing learning differences
</li><li>Teachers often spend long hours standing and walking around the classroom or school premises
</li><li>May need to lift books, teaching materials, and classroom supplies usually under 20 lbs. but sometimes more
</li></ul><p><b>Equal Opportunity Employer Statement:<br>
</b></p><p></p><p>Mesa Public Schools is an equal opportunity employer and complies with all applicable federal, state, and local laws regarding equal employment opportunity and anti-discrimination. The District strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, color, religion, creed, national origin or ancestry, ethnicity, sex (including gender, pregnancy, sexual orientation, and gender identity), age, physical or mental disability, citizenship, past, current, or prospective service in the uniformed services, genetic information, or any other characteristic protected under applicable federal, state, or local law.<br>
</p><p></p><p>Applicants and employees may contact Human Resources to request reasonable accommodations needed to perform the essential functions of this position.</p></div>

Teacher - Special Education - Resource - Lindbergh Elementary School

Hamdan Bin Mohammed Smart University

<div></div><div><div><div><div><div>summary</div>
</div><div><div><div>Category</div>
<div>Academic Positions</div>
</div><div><div>Type</div>
<div>Full time</div>
</div></div></div><div><div>Description</div>
<div>Hamdan Bin Mohammed Smart University a leading institution renowned for excellence in higher education and innovation, seeks a dynamic Associate Professor/Professor in Operational Management with expertise in supervising PhD research. This role is central to advancing our Doctor of Philosophy (PhD) in Quality Management program, which integrates cutting-edge operational strategies with quality management principles.<br>
</div></div><div><div>Main roles &amp; responsibilities</div>
<div><p><b>The successful candidate will drive academic and research excellence through:</b></p>
<ul><li><b>Teaching:</b> Delivering graduate-level courses in:
<ul><li><i>Quantitative Research Methods and Statistics</i></li>
<li><i>Service Quality and Excellence</i></li>
<li><i>Implementation and Applications of Quality Management</i></li>
<li><i>Seminar in Quality Management</i><br>
</li></ul></li><li><b>Curriculum Development:</b> Updating course content to reflect trends such as AI-driven operations, and Quality Management among others.</li>
<li><b>Research:</b> Publishing in high-impact journals (Scopus/WoS-indexed) and show ability to obtain research funding
</li><li><b>Mentorship:</b> Supervising PhD candidates through all stages of dissertation work.</li>
<li><b>Service:</b> Contribute to program accreditation efforts, fostering industry partnerships, and enhancing program visibility through academic and professional networks.</li>
</ul></div></div><div><div>Required qualification &amp; skills</div>
<div><ul><li><b>Education:</b> PhD in Operational Management, Quality Management, or a related field from an AACSB-accredited institution.</li>
<li><b>Teaching Expertise:</b> Proven experience teaching the specified courses (<i>Quantitative Research Methods and Statistics, Service Quality and Excellence, Implementation and Applications of Quality Management, Seminar in Quality Management</i>) at the graduate level. Experience with online/hybrid instruction is preferred.</li>
<li><b>Research Excellence:</b> Strong record publication record.</li>
<li><b>PhD Supervision:</b> Demonstrated success in guiding doctoral dissertations, particularly in operational or quality management topics.</li></ul><br>
<p>
</p><p><b>Rank and Appointment Criteria</b></p>
<ul><li><b>Associate Professor:</b> Minimum 5 years of post-PhD academic experience, with evidence of teaching excellence, impactful research, and PhD mentorship.</li>
<li><b>Full Professor:</b> Minimum 10 years of experience, distinguished leadership in research (e.g., major grants, editorial roles), and a sustained record of doctoral supervision.</li></ul><br>
<p>
</p><p><b>About the PhD Program</b></p>
<p>The <b>PhD in Quality Management</b> prepares scholars to address national and global challenges through a dual focus on operational efficiency and quality excellence. Graduates lead in academia, industry, and consulting roles, equipped with expertise in AI, data analytics, systems design, and sustainable practices.</p></div></div></div></div>

Associate Professor/Professor in Operational Management & Quality with PhD Supervision Experience

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