resource teacher

Charter School in Lauderhill, Fl

<p><b>JOB PURPOSE</b><br/>The ideal candidate will have experience supporting students with exceptionalities (ESE) in resource and inclusion settings and be committed to fostering a supportive, structured, and inclusive learning environment. This role requires collaboration with general education teachers, effective communication with parents and support staff, and a passion for helping elementary students reach their full potential.</p><p><b>ESSENTIAL DUTIES AND RESPONSIBILITIES</b></p><ul><li>Plan, prepare, and deliver small-group and/or push-in instruction for ESE students in Kindergarten through Fifth Grade</li><li>Foster an inclusive, engaging learning environment that promotes growth, independence, and achievement for students with IEPs and 504 plans</li><li>Use a variety of evidence-based instructional strategies, accommodations, and assistive tools to support diverse learning needs</li><li>Assess student performance and IEP goal progress regularly and provide data-based feedback</li><li>Collaborate closely with general education teachers, therapists, administrators, and families to support student development and compliance</li><li>Maintain classroom and caseload management that encourages positive behavior, respect, and responsibility</li><li>Participate in IEP meetings, MTSS/RTI processes, professional development, and school-wide initiatives</li><li>Maintain accurate, timely records of student plans, services, progress monitoring, compliance, and attendance</li><li>Ensure instruction and documentation meet federal/state regulations, state standards, and best practices for special education</li></ul><p><b>SKILLS AND KNOWLEDGE</b></p><ul><li><b>Special Education &amp; Elementary Subject Knowledge</b></li><li>IEPs/504s, MTSS, accommodations &amp; modifications</li><li>Core elementary subjects: reading, writing, math, science, social studies</li><li><b>Behavior &amp; Classroom Management</b></li><li>Positive behavior supports (PBIS/MTSS-B)</li><li>Social-emotional learning and routines</li><li><b>Instructional Strategies</b></li><li>Differentiation, scaffolding, multisensory instruction</li><li>Small-group and co-teaching models</li><li>Progress monitoring and data-driven feedback</li><li><b>Technology Integration</b></li><li>Educational platforms (Google Classroom, assistive tech, interactive whiteboards)</li><li>Digital citizenship and accessibility tools</li><li><b>Communication Skills</b></li><li>Clear verbal/written communication with families, students, and staff</li><li>Active listening and collaborative problem-solving</li><li><b>Collaboration</b></li><li>Teamwork with general educators, therapists, and administrators</li><li>Professional learning community participation</li><li><b>Behavioral &amp; Emotional Support</b></li><li>Trauma-informed practices and developmentally appropriate supports</li><li>Functional accommodations and self-regulation strategies</li><li><b>Adaptability</b></li><li>Flexible with schedules, caseloads, and service delivery models</li><li>Willingness to refine practices based on student data</li><li><b>Organization &amp; Compliance</b></li><li>Caseload management, documentation, and meeting timelines</li><li>Efficient use of space, time, and materials</li><li><b>Professionalism</b></li><li>Continuous professional growth</li><li>Adherence to FERPA, IDEA, and school policies</li><li><b>Cultural Competence</b></li><li>Inclusive and culturally responsive practices</li><li><b>Problem-Solving</b></li><li>Solution-focused approach to instructional and behavioral challenges</li></ul><p><b>QUALIFICATIONS</b></p><ul><li>Bachelor&rsquo;s degree in Special Education or related field from an accredited college or university (or equivalent)</li><li>Florida Teaching Certification in ESE (K&ndash;5 or related area) <b>OR</b> Statement of Eligibility</li><li>Prior experience supporting elementary students with exceptionalities (preferred)</li><li>Strong communication, documentation, and classroom/behavior management skills</li><li>Ability to adapt instruction to meet the needs of diverse learners</li><li>Commitment to a positive, inclusive learning environment</li><li>Ability to collaborate effectively as part of a multidisciplinary team</li><li>Successful criminal and employment background check</li><li>Adherence to the Code of Ethics for the Education Profession and special education compliance requirements</li></ul><p>Job Type: Full-time</p><p>Pay: $47,500.00 - $52,000.00 per year</p><p>Benefits:</p><ul><li>Dental insurance</li><li>Health insurance</li><li>Paid time off</li><li>Vision insurance</li></ul><p>Work Location: In person</p>

ESE Resource Teacher

West Virginia Department of Education

<div></div><div><ul><div><div>JobID: 54754</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Special Education/Teacher<br>
</div><div><b>
Date Posted:</b><br>
 10/24/2025<br>
</div><div><b>
Location:</b><br>
 Clay County Middle School<br>
</div><div><b>
Closing Date:
</b><br>
 10/30/2025<br>
</div><div><b>
County:</b><br>
 Clay County Schools</div>
 <b><i>*This position is contingent upon the Board of Education's approval of the current employee's resignation.</i></b><br>
<br>
<b>Pending Employment</b><br>
Criminal Background Check<br>
Drug Test<br>
<br>
<b>Job Description</b><br>
Teach identified students with learning behavior, and intellectual disabilities. Provide guidance to general teachers when students are in their classes; provide information and guidance to parents; attend IEP meetings; and attend county workshops. Case-manage an assigned group of students and track their progress in general education classes. Implement Response to Intervention Program. Participate in school activities as a supervisor and attend Parent Teacher meetings. Maintain all required IEP and Medicaid documentation in a timely fashion, as well as preparing lesson plans and attending faculty meetings. Provide resource duties as determined by the building principal. Complete any additional activities or responsibilities assigned by the principal, director of special education, or the superintendent.<br>
<br>
<b>Qualifications</b><br>
Multi-Categorical Certification required; Autism Certification required; prior successful teaching experience in special education preferred; eligibility for a permit. Anyone employed with a permit must commit to take a minimum of six (6) hours toward certification and remain in the position for the 2025-2026 School Year.<br>
<br>
<b>Terms of Employment</b><br>
200 Days<br>
Effective for the 2025-2026 School Year<br>
<br>
<b>Compensation</b><br>
Salary based on experience and education level per Clay County Board of Education Salary Schedule, plus competitive benefits package equal to approximately 35% of direct compensation.<br>
<br>
Professional Salary Schedules 26<br>
PEIA Shopper's Guide<br>
PEIA Employee Flexible Benefits Guide<br>
<br>
<br>
<br>
The Clay County School System is an equal opportunity employer. Employment opportunities are offered without discriminating on the basis of race, color, national origin, gender, age, disability, and retaliation.</div></ul></div><p></p>

Multi-Categorical/Autism/Resource 6-8 Teacher at Clay County Middle School

Exploration Elementary Charter School

<p><b>Organization:</b> Exploration Elementary Charter School for Science and Technology</p><p><b>Reports To:</b> Director of Academics</p><p><b>Duration:</b> 10-Month Position</p><p><b>Compensation</b>: $48,000-$65,000</p><p><b>Benefits:</b> Competitive Salary and NYS Teachers Retirement System, Health Care option</p><p><b>Position Summary </b></p><p>The <b>Special Education Teacher providing Resource Room and Consultant Teacher</b> services at Exploration Elementary Charter School for Science and Technology supports students with disabilities by delivering specialized instruction tailored to individual learning needs. This role includes working both directly with students in small group or one-on-one settings in the Resource Room and collaboratively consulting with general education teachers to modify and adapt instruction within the general education environment. The teacher is committed to fostering student growth within a STEM-focused instructional framework that promotes inquiry, critical thinking, and personal achievement.</p><p><b>Essential Job Responsibilities</b></p><ul><li>Provides targeted, specially designed instruction in the Resource Room that aligns with students&rsquo; Individualized Education Plans (IEPs) and supports mastery of academic, behavioral, and social goals.</li><li>Delivers individualized and small group instruction focused on foundational skills, remediation, and enrichment across subject areas with an emphasis on STEM concepts.</li><li>Collaborates with general education teachers as a Consultant Teacher to adapt curriculum, modify assignments, and support inclusive practices in the general education classroom.</li><li>Supports co-planning and consultation meetings with teachers and related service providers to ensure alignment of goals and strategies for students receiving special education services.</li><li>Collects and analyzes student performance data to monitor progress toward IEP goals and academic benchmarks; adjusts instruction accordingly.</li><li>Participates actively in CSE (Committee on Special Education) meetings by providing assessment data, instructional recommendations, and progress reports.</li><li>Supports implementation of accommodations and modifications mandated by students&rsquo; IEPs within both Resource Room and general education settings.</li><li>Integrates technology and hands-on STEM learning activities to engage students with diverse learning needs and styles.</li><li>Facilitates student self-advocacy skills and fosters positive social interactions within the classroom and school community.</li><li>Implements behavior intervention plans and positive behavioral supports consistent with the school&rsquo;s Multi-Tiered System of Support (MTSS).</li><li>Communicates regularly and effectively with parents/guardians to share student progress, provide resources, and partner in supporting student success.</li><li>Participates in professional development, grade-level meetings, and school-wide initiatives to continuously improve instructional practice and student outcomes.</li><li>Maintains accurate, confidential records in compliance with federal, state, and local regulations.</li><li>Supports school culture by modeling professionalism, equity, and respect in all interactions.</li></ul><p><b>Requirements Knowledge, Skills and Abilities</b></p><ul><li>Knowledge of special education law, NYS regulations, and best practices for Resource Room and Consultant Teacher service delivery.</li><li>Skilled in differentiated instruction, data-driven decision making, and progress monitoring.</li><li>Strong understanding of STEM education principles and ability to incorporate STEM learning in special education contexts.</li><li>Experience collaborating with general education teachers and related service providers.</li><li>Ability to engage and communicate effectively with culturally and linguistically diverse students and families.</li><li>Proficiency with technology integration to support instruction and student engagement.</li><li>Ability to manage multiple responsibilities with strong organizational and time management skills.</li><li>Commitment to culturally responsive teaching and fostering an inclusive learning environment</li></ul><p><b>Qualifications Profile</b></p><ul><li>Fingerprint clearance from the NYS Department of Education</li><li>Ability to work some flexible hours for school events, family nights, and required meetings</li><li>Uses standard office and classroom equipment (e.g., computers, projectors, athletic equipment)</li></ul><p><b>Education</b></p><ul><li>Bachelor&rsquo;s Degree in Special Education required</li><li>Master&rsquo;s Degree in Special Education or related field preferred</li></ul><p><b>Certification</b></p><ul><li>Current, valid New York State Teaching Certificate in Students with Disabilities (Grades 1&ndash;6 or appropriate level) required</li></ul><p><b>Experience</b></p><ul><li>Prior experience teaching students with disabilities in Resource Room or Consultant Teacher roles preferred</li><li>Experience working with urban or high-needs student populations strongly desired</li><li>Experience integrating STEM and project-based learning strategies in special education instruction preferred</li></ul><p><b>Additional Details</b></p><p><i>The hiring process for this position will require a fingerprinted background check through the New York State TEACH System. Any written or verbal offer is contingent upon satisfactory results, as determined by NYSED and the HR/Director of Operations. Exploration Elementary Charter School does not discriminate based on race, color, creed, age, marital status, sex, gender, religion, sexual orientation, gender identity or expression, national origin, veteran status, or disability. The school promotes diversity and provides equal opportunity for all qualified applicants and will provide reasonable accommodations for individuals with disabilities as required by law.</i></p><p>Job Type: Full-time</p><p>Pay: $48,000.00 - $65,000.00 per year</p><p>Benefits:</p><ul><li>Health insurance</li><li>Paid time off</li><li>Professional development assistance</li><li>Retirement plan</li></ul><p>Work Location: In person</p>

Special Education Teacher Resource & Consultant Teacher

Blue Valley School District

<div></div><div><ul><div><div>JobID: 14023</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Student Support Svcs/SPED Teaching (Certified)/Interrelated Resource (IRR)- ELEM<br>
</div><div><b>
Date Posted:</b><br>
 10/24/2025<br>
</div><div><b>
Location:</b><br>
 VALLEY PARK ELEMENTARY<br>
</div><div><b>
Date Available:</b><br>
 ASAP</div><div><b><br>
Required:</b><br>
Kansas Teaching Licensure with endorsement in High-Incidence, Adaptive, or equivalent for grade level including K-5<br>
<br>
<b>Time Frame:</b><br>
Starts ASAP<br>
<br>
<b>Application Procedure:</b><br>
Apply online</div><br>
<br>
<br>
<div>Attachment(s):<ul><li>
Interrelated Resource Teacher PDF.pdf</li></ul></div></div></ul></div><p></p>

Interrelated Resource (IRR) - Valley Park Elementary.

The Goddard School

<div>
 <strong>
  Benefits:
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Employee discounts
  </li>
  <li>
   Flexible schedule
  </li>
  <li>
   Opportunity for advancement
  </li>
  <li>
   Paid time off
  </li>
  <li>
   Tuition assistance
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  We're Hiring: Resource/Floater Teacher
  <br/>
  <br/>
 </strong>
 Do you love working with children from 6 weeks to 5 years old? Are you flexible, energetic, and ready to jump in wherever you're needed?
 <br/>
 <br/>
 We're looking for a Resource Teacher who enjoys supporting all age groups and doesn&rsquo;t mind moving between classrooms. This role is perfect for someone who values variety, teamwork, and making a positive impact throughout the entire center.
 <br/>
 <br/>
 <strong>
  Ideal Candidate:
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Loves children and is passionate about early childhood education
  </li>
  <li>
   Comfortable working with infants, toddlers, and preschoolers
  </li>
  <li>
   Flexible, dependable, and a great team player
  </li>
  <li>
   Willing to assist wherever needed throughout the day
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  What We&rsquo;re Looking For:
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   1&ndash;2 years of experience is awesome (but we&rsquo;re open to training the right person!)
  </li>
  <li>
   Completed state-required pre-service training (or ready to get it done!)
  </li>
  <li>
   Loves building strong connections with kids, families, and teammates
  </li>
  <li>
   Stays cool and professional, even when things get a little hectic
  </li>
  <li>
   Can lift up to 50 lbs (because sometimes little ones need extra help or snuggles!)
  </li>
  <li>
   Infant &amp; Toddler teachers: able to safely lift babies in and out of cribs
  </li>
  <li>
   Must meet background check requirements
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 If you're nurturing, adaptable, and excited about supporting children&rsquo;s growth at every stage, we&rsquo;d love to hear from you!
 <br/>
 <br/>
 Each Goddard School location is privately owned and operated by Goddard Franchisor LLC franchisees. The Goddard School franchise owner(s) are the employers at each school, and the franchise owner(s) set their own wage and benefit programs, which vary by location.
</div>


Looking for an ages Rockstar Teacher for a Resource Postition

Beta Academy

<div><h1 class="jobSectionHeader"><b>Job Description</b><b>
</b></h1><h1 class="jobSectionHeader"><b>SPED Teacher- High School</b></h1>
<p><i>Beta is a Title I Schoolwide campus. I understand that part or all of this job could be funded with federal funds.</i></p>
<p></p><h2 class="jobSectionHeader"><b>Mission
</b></h2><p>The mission of the <b>Beta Academy SPED Teacher</b> is to manage the SPED program with excellence, support a culture of &ldquo;joyful rigor&rdquo;, and develop scholars who can contribute on a community, national, and international level.</p>
<p></p><h2 class="jobSectionHeader"><b>Qualifications:</b></h2>
<h3 class="jobSectionHeader"><b>Education/Certification</b></h3>
<ul><li>Required: Special Education Certification with the State of Texas</li>
<li>Required: Generalist 4-8 Certification with the State of Texas</li>
<li>Preferred: Two years of SPED teaching experience.</li>
</ul><h3 class="jobSectionHeader"><b>Reports To:</b><b>
</b></h3><ul><li>Executive Director of Special Populations or Campus Principal</li>
</ul><h2 class="jobSectionHeader"><b>Employment Terms:</b></h2>
<ul><li>Full-time /10 month /Salary- $54,000-$61,500 / 100% Onsite</li>
</ul><h2 class="jobSectionHeader"><b>Outcomes</b></h2>
<ul><li>Meet Student Growth Performance Standards
<ul><li>Recognized: 55% of scholars meet or exceed expected growth</li>
<li>Exemplary: 60% of scholars meet or exceed expected growth</li>
<li>Master: 70% of scholars meet or exceed expected growth</li>
</ul></li><li>Meet School Culture Goals
<ul><li>90% Satisfactory on Parent/Scholar Surveys</li>
<li>95% Scholar Persistence</li>
<li>(K-3) Award each scholar a minimum of 1 Sunshine Note a month.</li>
<li>(2-5) Award Beta Bucks a minimum of 5 times throughout the day Measured by Teacher Observation Rubric section 2.1 for joyful teaching.</li>
<li>(6-8) Award tribe points a minimum of 5 times throughout the day.</li>
<li>(9-12) Mentor a minimum of 1 scholar a year in successfully receiving their Ba patch.</li>
</ul></li><li>Meet IT Goals
<ul><li>100% of computer and IT inventory is accounted for at all times, with a comprehensive log identifying</li>
</ul></li></ul><div><ul><li>when a scholar uses a device and</li></ul>
<ul><li>which device the scholar is using</li></ul>
</div><ul><li>100% of computer damage is reported within 24 hours through IT Trouble Tickets.</li>
<li>Meet Operations Goals
<ul><li>100% of classroom inventory is accounted for at all times.</li>
<li>100% of classroom damage is reported within 24 hours through the facility's trouble ticket system.</li>
</ul></li><li>Meet Compliance Goals
<ul><li>100% of identifed scholars are serviced.</li>
<li>100% ARD meetings held for newly identi?ed scholars or DNQs.</li>
<li>100% Annual ARD meetings carried out.</li>
<li>100% of service logs are completed and submitted weekly.</li>
<li>100% of progress documentation completed and submitted on time.</li>
</ul></li></ul><ul><li>Meet Special Pops Service Goals
<ul><li>90% Satisfactory on Staff Climate Survey</li>
</ul></li></ul><p></p><h2 class="jobSectionHeader"><b>Role Based Competencies</b></h2>
<ul><li>Organization &amp; Planning</li>
<li>High Standards</li>
<li>Openness to Feedback and Ideas</li>
<li>Proactivity</li>
<li>Efficiency</li>
<li>Communication</li>
<li>Team Work</li>
<li>Attention to Detail</li>
<li>Problem-Solving</li>
<li>Emotional Intelligence</li>
<li>Flexibility/Adaptability</li>
</ul><h2 class="jobSectionHeader"><b>Beta Culture Competencies</b></h2>
<ul><li>Joy</li>
<li>Culture of Honor</li>
<li>Courageous Conversations</li>
<li>Integrity</li>
<li>High Standards</li>
<li>Creativity</li>
</ul><h2 class="jobSectionHeader"><b>Instruction &amp; Scholar Achievement:</b></h2>
Teach special education scholars the importance of hard work through joyful rigor <ul><li>-engaging, dynamic learning that is academically, intellectually and personally challenging.</li>
<li>Implement the following BA non-negotiable instructional methods:
<ul><li>(K-5) Cooperative Learning, Whole Brain Teaching, Hands n Projects, and Leadership Development - SFA Teams</li>
<li>(6-8) Cooperative Learning, Soft Skills Caching, Real World Project, Leadership Development - Tribes</li>
<li>(9-12) Socratic Method, Soft Skills Caching, Leadership Development - Ba Patch &amp; Ambassador</li>
</ul></li><li>Understand that classroom observational feedback/scores will emphasize the successful implementation of the above teaching methods.</li>
<li>Foster a love of learning and celebrate scholarly successes.</li>
<li>Challenge scholars to reach their highest potential.</li>
<li>Model and promote BA character traits to scholars and stress the importance of each scholar being a responsible, contributing citizen to society. I will recognize and reward scholars for displaying BA character traits and uphold zero tolerance for bullying and disrespect.</li>
<li>Implement the technology and software programs provided by BA, Operating and using technology for optimum results. I will ensure scholars also know how to operate and use technology and software provided.</li>
<li>Monitor and assess scholars&rsquo; daily work to reflect excellence in neatness, thoroughness and scholar mastery of instructional goals. I will ensure scholars do their best in every subject and use neat legible handwriting on assignments. Anything but a scholars BEST is unacceptable.</li>
<li>Follow the schedule provided by the EDSP or SPED Coordinator.</li>
<li>Provide resource, in-class support and/or dyslexia services according to scholar&rsquo;s IEP and the schedule provided.</li>
<li>Input 2 grades weekly in gradebook for each content subject taught in the resource setting.</li>
<li>Complete service logs weekly for scholars you are serving directly.</li>
<li>Supervise service logs completed by paraprofessionals who are providing in-class support.</li>
<li>Maintain communication with paraprofessionals and General Education teachers to ensure scholars are meeting their goals according to their IEPs.</li>
<li>Complete progress documentation every 9-weeks (input grades in gradebook, collect work samples and running data records, complete progress reports, etc.).</li>
<li>Prepare and complete all ARD Documentation in SuccessEd (PLAAFPs, goals, schedule of services, accommodations, supplement forms, etc.) for scholars on their caseload with a minimum of 72 hours in advance of ARD meetings.</li>
<li>Attend ARD meetings.</li>
<li>Provide a minimum of one after school or Friday tutoring opportunity per week.</li>
<li>Lead a competition club in MS and HS.</li>
<li>Familiarize scholars with individualized STAAR Online accommodations.</li>
<li>One month prior to STAAR testing, gather approved supplemental aids and manipulatives that scholars use regularly in the classroom per IEP.</li>
<li>Work cooperatively with classroom teachers to modify regular curricula and implement accommodations as needed to assist special education scholars with general education assignments.</li>
<li>Conduct ongoing assessments of scholar achievement through formal and informal testing in the resource setting.</li>
<li>Provide or supervise personal care, medical care, and feeding of scholars as stated in IEP.</li>
<li>Collaborate with scholars, parents, and other members of staff to develop IEPs through the ARD Committee process for each scholar assigned.</li>
<li>Maintain confidentiality in all forms of communication and documentation storage.</li>
<li>Perform other duties as assigned by the CEO, CAO, EDSP, Principal, and SPED Coordinator.</li>
<li>Stay current with federal, state, district, and school regulations and policies for special education teachers.</li>
</ul><h2 class="jobSectionHeader"><b>Management &amp; Organization:</b></h2>
<ul><li>Implement classroom rules/procedures (including both positive reinforcement and consequences).</li>
</ul><ul><li>Manage student behavior and administer discipline in alignment to Parent/Scholar Handbook and scholar IEP which may include crisis intervention strategies or physical restraint of students according to Crisis Intervention Training..</li>
<li>Follow school drills and sub protocol procedures in accordance with the Parent/Scholar Handbook and BA Employee Handbook. Utilize the handbooks as a ?rst point of reference.</li>
<li>Maintain a neat, clean, orderly, and learning-centered environment that demonstrates BA standards of excellence. BA teachers take ownership of the campus and instill this in scholars daily.</li>
<li>Perform daily uniform checks and understand scholars are expected to follow the BA appearance guidelines in all school settings.</li>
</ul><h2 class="jobSectionHeader"><b>Professionalism &amp; Communication:</b></h2>
<ul><li>Demonstrate professionalism by being in regular attendance and arriving on time to work, staff meetings, tutorials, cafeteria duty, parent nights and other assigned duties.</li>
<li>Complete required training on time.</li>
<li>Work cooperatively to create an atmosphere of unity among the school community and refrain from gossip, negativity and unsupportive comments.</li>
<li>Demonstrate professionalism at ALL times. I will exercise wisdom by remaining calm, respectful and non-defensive during parent meetings, disagreements, and personal attacks.</li>
<li>Utilize professional communication with strong grammar, syntax, usage and/or spelling skills during phone conversations, personal conversations, emails, and social media such as Facebook, Instagram, Twitter, etc. I will refrain from attacking others, fighting, or engaging in controversial subjects on social media. I will use professional communication on and off campus, refraining from attacking others, fighting, or engaging in controversial subjects on social media. Professional communication is used on and off campus.</li>
<li>Exhibit professionalism in appearance and follow the BA standard of dress. I will apply this standard of dress to social media posts in regards to modesty in dress and action (ex: swimsuit, cleavage, &amp; shirtless pictures, in addition to post with alcohol, cigarettes and bars etc.).</li>
<li>Regularly communicate to parents about scholar achievement levels, class behavior, assigned homework, academic needs, and any concerns.</li>
<li>Check staff email a minimum of three times daily during normal working hours and check teacher in-box daily and commit to read updates, notes, and employee notices in a timely manner.</li></ul></div>

SPED Teacher- Secondary

Seattle Public Schools

<div><div><div><h2 class="jobSectionHeader"><b>Overview of Position</b></h2></div>
<div><p><b>This position is assigned to the Resource </b><b>service pathway. To learn more about our special education service pathways, please follow this link to the SPS Special Education Department website: </b><b>https://www.seattleschools.org/departments/special-education/services/placement-and-primary-service-types/</b><b>.</b><br>
<br>
A special education classroom teacher performs under the general direction of the building principal or program manager and with assistance from appropriate staff personnel. A classroom teacher fosters and enhances an effective learning environment; establishes and adapts learning objectives and standards for special education students based upon general District guidelines and the rules and regulations governing special education; provides instruction, counsels, disciplines, and supervises to meet the individual needs of assigned students; and, to evaluate student performance and progress.</p></div>
<div><h2 class="jobSectionHeader"><b>Essential Functions</b></h2></div>
<div><p><b>40% </b>Fosters an educational environment conducive to the learning and maturation process of assigned special education students; plans an instructional program designed to meet individual student needs; prepares individual student lesson plans; adapts and modifies programs and plans as necessary.<br>
<b>15%</b> Uses necessary and appropriate instructional methods and materials, which are suited to the well-being of the students and to the nature of the learning activities, program and/or curriculum involved; implements established program or curriculum objectives as adapted and modified for the student population; attends in-service training and continues to improve professional growth through study and experimentation to remain current in methods and techniques for special education instruction.<br>
<b>10%</b> Establishes and implements, in a positive and supportive manner, classroom policies and procedures governing student behavior and conduct; provides guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; makes referrals for assistance where appropriate.<br>
<b>5% </b>Confers with students, parents or guardians, specialists and other staff: maintaining an open positive relationship as appropriate to provide guidance and evaluation, and to encourage student achievement.<br>
<b>10%</b> Establishes classroom goals and objectives appropriate to the special education student population and their individual education programs, following the rules and regulations governing special education, and in conformance with courses of study specified by State and School District statutes, regulations and guidelines; evaluates and records student progress; prepares reports for parents or guardians.<br>
<b>5% </b>Directs the activities of assigned non-certificated personnel; attends to or directs staff to attend to the physical, emotional, behavioral, medical, or hygienic needs of students as appropriate; monitors conditions and behaviors.<br>
<b>10%</b> Collects and interprets a variety of data; develops, implements and evaluates individual education plans (IEP's); provides reports for administrative purposes; amends documents where appropriate.<br>
<b>5%</b> Attends or participates in all required staff meetings and other activities deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement<br>
<br>
<b>OTHER FUNCTIONS</b></p><ul><li>
Serves on staff committees as required.</li><li>
Participates in a variety of activities to enhance personal and professional skills.</li><li>
Performs related tasks consistent with the scope and responsibilities of the position.</li><li>
Attends at least one of two annual Special Education Compliance Professional Development days.</li></ul><br>
<b>
REPORTING RELATIONSHIPS</b><br>
Reports to the building Principal.<br>
<br>
<b>Required Knowledge. Skills and Abilities</b><br>
Knowledge of: Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety; rules and regulations governing special education.<br>
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<b>Skill in</b>: Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a culturally, racially and economically diverse community; designing and implementing lesson plans for students having a wide range of achievement; adapting curricula and programs to meet the intellectual, social, physical and emotional needs of a population of special education students.<br>
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<b>Ability to</b>: Deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques; use necessary equipment, computers, machinery, tools, or software; direct assistants; in some positions, administer first aid and CPR; in some positions ,use non-a mal or non-verbal means of communication such as sign language; in some positions, use non-visual instructional techniques such as Braille; in some positions, deal with specific physical or emotional disabilities and associated conditions, such as, severe behavior disorder; attend to various physical and hygienic needs; establish and maintain effective, positive working relationships with students, parents or guardians, specialists, staff and administrators.<br>
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<b>WORKING CONDITIONS</b><br>
Required to deal with a wide range of student achievement and behavior; required to deal with a range of student disabilities, the nature of which depend upon the program involved; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally or regularly deal with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; may be potentially exposed to student bodily fluids and serious infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces; may be required in some positions to move, position, or lift students or their special equipment, to restrain students to attend to the personal hygiene of students, or to accompany students outdoors in inclement weather; may teach in a classroom without telephone communication.</div><p></p>
<div><h2 class="jobSectionHeader"><b>Typical Qualifications</b></h2></div>
<div><p><b>Education and Experience</b><br>
Bachelor's degree; academic preparation for or experience in teaching a culturally, racially and economically diverse student population in an urban school system, and teaching reading and adapting instructional techniques and practices for special education students. Specific programs may require additional academic preparation or professional experience, including; working with bilingual students and assisting them in the transition to regular classrooms; implementing programs designed to prevent the dropout of&quot; at risk&quot; students; and, teaching multi-level, open-concept, and main streamed classes; and, establishing and implementing behavior change programs.<br>
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<b>Licenses/Special Requirements</b><br>
Valid Washington State Teaching Certificate with Special Education Endorsement; some positions may require valid first aid and CPR certification; some positions may require a valid Washington State driver's license or a class II driver's license.</p></div></div></div>

Wedgwood Elementary - Special Education Teacher (Resource) - 0.5 FTE

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