special education science teacher

Ascension parish School Board

<div></div><div><ul><div><div>JobID: 2422</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Middle School Teaching/350 - Middle School Special Education Teacher<br>
</div><div><b>
Date Posted:</b><br>
 2/23/2026<br>
</div><div><b>
Location:</b><br>
 Lowery Middle<br>
(High-Needs School)<br>
</div><div><b>
Closing Date:
</b><br>
 03/09/2026</div><div><b><br>
Ascension Parish School Board</b><br>
<b>Job Description</b></div><div><div><div><b><br>
I.</b></div><div><b> JOB TITLE:</b></div><div> Special Education Teacher</div><div><b> JOB TYPE:</b></div><div> 350</div></div><br>
<div><div><b>
POSITION REPORTS TO:</b></div><div> Principal / Supervisor</div><div><b> PAY GRADE:</b></div><div> T-1</div></div><br>
<div></div><div><div><b>
FLSA STATUS:</b></div><div> Exempt</div><div><b> ASSIGNMENT PERIOD</b></div><div> 182 days</div></div></div><div></div><div><b><br>
II. SUMMARY OF POSITION'S PURPOSE</b></div><div><br>
<br>
Develops and implements an instructional program which meets the needs of students with disabilities.</div><div><b><br>
III. MINIMUM QUALIFICATIONS</b></div><div></div><div><br>
EDUCATION/CERTIFICATION  Bachelor's degree. Certification in area(s) of special education. Valid Louisiana Teaching Certificate. Additional criteria the Board may require.</div><div></div><div><b><br>
IV. DUTIES AND RESPONSIBILITIES</b></div><div><br>
<br>
<b><i>Special Education Competencies</i></b>: A Special Education teacher is required to plan and implement specially designed instruction to meet the unique needs of a student with disabilities.<br>
<br>
Examples of these competencies include, but not limited to the following:</div><br>
<ul><li>
Adheres to all local, state, and federal regulations regarding provisions of services to students with disabilities;</li><li>
Maintains and ensures student confidentiality;</li><li>
Plans, develops, and implements an Individual Education Plan for all students at least annually with appropriately constituted IEP team;</li><li>
Delivers each student's IEP services in collaboration with other SPED teachers, paraprofessionals, general education teachers, and other service providers as appropriate;</li><li>
Compiles a progress report to be sent home at the end of each grading period with the student's report card to inform parents of students' progress toward established IEP goals;</li><li>
Completes all reports and required paperwork accurately and in a timely manner as required by local, state, and federal guidelines.</li></ul><div><br>
<br>
National Institute for Excellence in Teaching (NIET, 2011) teaching skills, knowledge, and professionalism performance standards will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Ascension Parish Public School System's accountability measures as outlined in the Louisiana Accountability System.<br>
<br>
<b><i>Designing and Planning Instruction</i></b>: Instructional plans are based on extensive content knowledge and understanding of students and are designed to engage students in significant learning. All aspects of the plans  instructional outcomes, learning activities, materials, resources, and assessments  are in complete alignment and are adapted as needed for individual students. Written lesson plans represent the appropriate content, provide opportunities for student involvement in the learning process and assess student progress effectively. Examples of this accountability include, but are not limited to, the following:<br>
<br>
Instructional plans include:</div><br>
<ul><li>
Measurable and explicit goals aligned to state content standards.</li><li>
Activities, materials, and assessments that are aligned to state standards.</li><li>
Logical sequencing building on student's background knowledge and sub-objectives.</li><li>
Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.</li><li>
Regular opportunities to accommodate individual student needs.</li></ul><div><br>
<br>
Assignment and assessment plans include:</div><br>
<ul><li>
Student work assignments and assessments that are developed and aligned to pre-post tests, which are aligned to the high-stakes test. * (Teachers serving students with significant disabilities will address extended standards and assess students using the LAA1 instrument.)</li><li>
Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.</li><li>
Description of how results will be used to inform future instruction.</li></ul><div><br>
<br>
<b><i>The Learning Environment: </i></b>Performs management accountabilities by maintaining a positive environment conducive to learning and maximizing the amount of time available for instruction. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning. Examples of this accountability include, but are not limited to, the following:</div><br>
<ul><li>
Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher-student and student-student interactions demonstrate caring and respect for one another.</li><li>
High and demanding expectations are set for every student whereby all students are encouraged to learn from mistakes and given opportunities to experience success.</li><li>
Classroom physical arrangement is organized and understandable to all students allowing easy and ready access to supplies, equipment, and resources.</li></ul><div><br>
<br>
<b><i>Instruction:</i></b> All students are engaged in learning as a result of clear directions and explanations utilizing the skillful use of questioning and discussion to maximize learning. Activities and assignments are of high quality, and teacher and students make productive use of assessments. Assessment strategies are integrated into instruction in order for the teacher to demonstrate flexibility and responsiveness to the needs of all learners. Instructional approach shifts easily when the situation demands it. Examples of this accountability include, but are not limited to, the following:</div><br>
<ul><li>
Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated. S/O are consistently referred to and connected to what students have previously learned.</li><li>
Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued and learning is personally meaningful and/or relevant to students.</li><li>
Instructional content is presented through the use of visuals with examples, illustrations, analogies, and/or labels leading to student mastery of specific skills in a more efficient manner.</li><li>
Lesson is effectively segmented so that sufficient time is allocated to all parts of the lesson to best support student learning - a clear beginning, middle, and end with time for reflection.</li><li>
Variety of materials and activities, clearly aligned to objectives, is utilized to address various learning styles and intelligences.</li><li>
Frequent, purposeful and coherent questioning is varied and high quality, providing a balanced mix of question types that require active responses from students.</li><li>
Specific and timely academic feedback supports student learning as opposed to informing students of the accurateness of their responses. Feedback is also used to make adjustments in instruction.</li><li>
Instructional grouping of students consistently maximizes student understanding and facilitates opportunities for students to set personal goals, reflect on, and evaluate their learning.</li><li>
Strong content knowledge is demonstrated by connecting the content being taught to other ideas and concepts. Utilization of subject-specific instructional strategies enhances student content knowledge.</li><li>
Teacher knowledge of students is evident and differentiated instructional methods ensure students have the opportunity to master what is being taught.</li><li>
Opportunities are provided during instruction to students to hone their research-based thinking skills and to think analytically, practically, and creatively.</li><li>
Activities are implemented to teach and reinforce problem solving skills so that students can manage complex tasks and higher levels of learning.</li></ul><div><br>
<br>
<b><i>Professional Responsibilities: </i></b>Ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for record keeping and communication, leadership roles in both school and district projects. Demonstrates ownership for professional development activities and accepts responsibilities contributing to school improvement. Examples of this accountability include, but are not limited to, the following:</div><br>
<ul><li>
Seeks out opportunity for professional development and makes a systematic effort to conduct action research through professional learning communities (PLC).</li><li>
Prompt, prepared, and participates in PLCs using student work to enhance and improve personal proficiency.</li><li>
Seeks out feedback on teaching from both supervisors and colleagues.</li><li>
Challenges negative attitudes or practices to ensure that all students are honored, both emotionally and academically, in the school and throughout the district.</li><li>
Accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.</li><li>
Information is provided to families frequently on student progress with concern for professional and cultural sensitivity.</li><li>
Peforms other duties as required.</li></ul><div><br>
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:</div><br>
Instructional Components<br>
<ul><li>
<ul><li>
Fulfill duties traditionally expected of those in supervisory positions</li><li>
Lesson Plans</li><li>
Instruction</li><li>
Collaborate with colleagues and departments</li><li>
Grade papers</li><li>
Take and record attendance</li><li>
Enter/Average grades</li>
Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher<br>
<li>
</li></ul></li>
Supervision<br>
<li>
<ul><li>
Supervision of students when students are on or off campus at a school related/sponsored event</li><li>
Supervision of students prior to school and/or drop-off, when assigned</li><li>
Supervision of students in the classroom</li><li>
Supervision of students between classes, during recess/intermission, during lunch, assemblies</li>
Supervision of students after school and/or pick-up, when assigned<br>
<li>
</li></ul></li>
Non-instructional Components<br>
<li>
<ul><li>
Attend meetings generally associated with the instructions of students</li><li>
Attend faculty, staff, and department meetings</li><li>
Attend training sessions</li><li>
Attend IEP meetings</li><li>
Attend parent-teacher conferences</li><li>
Attend back-to-school and open-house events</li><li>
Attend graduation</li><li>
Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings</li>
Attend school board/committee meetings, upon request<br>
<li>
</li></ul></li>
Extracurricular Activities<br>
<li>
<ul><li>
Attend/work concessions/gates of no more than 15 athletic events per school year as requested by the principal or designee</li><li>
Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor</li></ul></li></ul><div><br>
<br>
NOTE: This job description is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. The Ascension Parish School Board reserves the right to change this description at its discretion.<br>
<br>
<b>V.</b> <b>SIGNATURES:</b></div><div><div><div><br>
Supervisor<br>
</div><div> Date</div></div><br>
<div><div>
Employee<br>
</div><div> Date</div></div></div><div><br>
<br>
This job description was approved by the Ascension Parish School Board on: June 25, 2024.</div><div>
&sect;</div></div></ul></div><p></p>

Special Education Teacher

Irving Independent School District

<div><p><b>IRVING INDEPENDENT SCHOOL DISTRICT
</b></p><p><b>TEACHER JOB DESCRIPTION</b></p><p></p><div><div><div><div><p><br>
</p></div><div><p><b>WAGE/HOUR STATUS: </b>Exempt<br>
</p></div></div><br>
<div><div><p><b>REPORTS TO: </b>Campus Principal<br>
</p></div><div><p><b>FUNDING SOURCE: </b>Local<br>
</p></div></div><br>
<div><div><p><b>DUTY DAYS: </b>187 days<br>
</p></div><div><p><b>PAY GRADE: </b>Teacher Salary<br>
</p></div></div><br>
<div><div><p><b>DATE REVISED: </b>February 2025<br>
</p></div></div><br>
</div></div><p></p><p><b>PRIMARY PURPOSE: </b>Provide students with appropriate learning activities and experiences in the core academic subject areas assigned to help them fulfill their potential for intellectual, emotional, physical and social growth. Enable students to develop competencies and skills to function successfully in a global society.<br>
</p><p></p><p><b>QUALIFICATIONS:
</b></p><p><b>Minimum Education/Certification:
</b></p>Bachelor&rsquo;s Degree<ul><li>
</li>Valid Texas teaching certificate for subject/level assigned<li>
</li>Completion of Texas Reading Academy required for Elementary<li>
</li>ESL Supplemental Certification preferred
<li>
</li></ul><p><b>Special Knowledge/Skills:
</b></p>Demonstrated competency in the core academic subject area assigned<ul><li>
</li>Knowledge of curriculum and instruction<li>
</li>Ability to instruct students and manage their behavior<li>
</li>Strong organizational, communication and interpersonal skills<li>
</li>Fluent with technology use and actively integrates technology to enhance student learning
<li>
</li></ul><p><b>Minimum Experience:
</b></p><p>At least one year of student teaching or approved internship<br>
</p><p></p><br>
<br>
<p><b>MAJOR RESPONSIBILITIES AND DUTIES:
</b></p><p><b>Instructional Strategies:
</b></p><div>Develop and implement plans for the curriculum program assigned and show written evidence of preparation as required.<ul><li>
</li></ul>Present the subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.<ul><li>
</li></ul>Access and use available data to plan and implement appropriate instructional/learning strategies, activities, materials, and equipment that reflect accommodation for individual needs of students assigned (i.e. gifted and talented, bilingual/ESL, 504, etc.).<ul><li>
</li></ul>Work cooperatively with special education teachers/staff to modify curricula as needed for special education students according to guidelines established by Individual Education Plans (IEP).<ul><li>
</li></ul>Cooperate with other members of the staff in planning and implementing instructional goals, objectives, and methods according to district requirements.<ul><li>
</li></ul>Plan and supervise purposeful assignments for teacher aide(s) and/or volunteer(s) while working with students in the classroom.<ul><li>
</li></ul>Use appropriate technologies to strengthen and enhance the teaching and learning process.
<ul><li>
</li></ul></div><p><b>Student Growth and Development:
</b></p><div>Assist students in analyzing and improving methods and habits of study.<ul><li>
</li></ul>Consistently monitor student achievement through formative and summative assessments.<ul><li>
</li></ul>Assume responsibility for extracurricular activities as assigned. May sponsor outside activities approved by the campus principal.<ul><li>
</li></ul>Present a positive role model for students that supports the mission of the school district.
<ul><li>
</li></ul></div><p><b>Classroom Management and Organization:
</b></p><div>Create a classroom environment conducive to learning and appropriate to the intellectual, physical, social, and emotional development of students.<ul><li>
</li></ul>Manage student behavior in the classroom and other areas as appropriate in accordance with Student Code of Conduct, board policies, administrative regulations, and/or IEP.<ul><li>
</li></ul>Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.<ul><li>
</li></ul>Assist in the selection of books, equipment, and other instructional materials.<br>
<ul><li>
</li></ul></div><p></p><p><b>Communication:
</b></p><div>Establish and maintain open positive lines of communication with students and their parents/guardians.<ul><li>
</li></ul>Maintain a professional relationship with all supervisors, colleagues, students, parents, and community members.<ul><li>
</li></ul>Use appropriate and acceptable communication skills to present information accurately and clearly.
<ul><li>
</li></ul></div><p><b>Professional Growth and Development:
</b></p><div>Demonstrate current knowledge, understanding, and skill in the assigned content area, instructional strategies and the teaching and learning process.<ul><li>
</li></ul>Participate in district and campus professional development.<ul><li>
</li></ul>Demonstrate interest and initiative in professional improvement.
<ul><li>
</li></ul></div><p><b>Policy Implementation:
</b></p><div>Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.<ul><li>
</li></ul>Compile, maintain, and file all physical and electronic reports, records, and other required documents.<ul><li>
</li></ul>Attend and participate in faculty/staff meetings and serve on committees as required.<ul><li>
</li></ul>Demonstrate behavior that is professional, responsible and in compliance with the Educator Code of Ethics.<ul><li>
</li></ul>Keep informed of and comply with the Irving ISD Employee Handbook and Board Policy.
<ul><li>
</li></ul></div><p><b>WORKING CONDITIONS:
</b></p><p><b>Mental Demands/Physical Demands: </b>Must demonstrate the ability to communicate effectively (verbal and written). Must maintain emotional control and exercise reasoning and problem-solving skills while under stress. Should be able to interpret procedures and analyze data for decision-making. Frequent in-district and occasional in-state or national travel.
</p><p><b>Posture: </b>Prolonged sitting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting.
</p><p><b>Motion: </b>Frequent walking; repetitive computer work with frequent use of hands and wrists.
</p><p><b>Lifting: </b>Regular light lifting and carrying (less than 15 - 25 pounds); may lift and move textbooks and classroom equipment.
</p><p><b>Tools/Equipment Used: </b>Standard office equipment, copier, laptop computer, video camera and digital video equipment.
</p><p><b>Environmental Factors: </b>Exposure to hot or cold temperatures. Working indoors/outdoors. Occasional prolonged and irregular hours.
</p><p><b>Safety: </b>Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidences immediately to the supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.<br>
</p><p></p><p><i>The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and the foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.<br>
</i></p><p></p><p><b>This is an in-person position. Work from home is not allowed unless approved by the Superintendent.</b></p></div><p></p>

Special Education (Resource/Inclusion) Teacher (26-27 SY) - Schulze ES

Hashed System FZCO

<p>We are looking for a compassionate, patient, and experienced <b>Part-Time Special Education Teacher</b> to provide personalized educational support for our child at home.</p><p>Location:</p><p>Home-based: Ajman - al rashidya 3</p><p>Schedule:</p><p>Part-Time &ndash; Flexible hours (3 Days per week, 1&ndash;2 hours per session)</p><p><b>Role &amp; Responsibilities</b></p><ul><li>Provide one-on-one specialized educational support</li><li>Develop and implement individualized learning plans (IEP-based if applicable)</li><li>Support academic development (reading, writing, math, comprehension)</li><li>Improve focus, communication, and cognitive skills</li><li>Use structured teaching methods tailored to the child&rsquo;s needs</li><li>Track progress and provide regular feedback to parents</li><li>Coordinate (if required) with therapists or school teachers</li></ul><p>Job Type: Part-time</p><p>Pay: AED500.00 - AED700.00 per month</p><p>Expected hours: 5 per week</p>

Legacy Traditional Schools

<div><div><i>Ignite your desire to be the best!</i></div><div>
Imagine an energy so positive, so powerful, it ignites your desire to be the best, inspires you to bring out the best in others, and fuels your aspiration to do the best work of your career.<br>
<br>
At Legacy Traditional Schools we do things a special way, in a way that ignites our desire to be the best, illuminates our educators&rsquo; best talents, lights up the minds of our students, and fuels our school spirit. We shine the brightest when we raise our hands and rise to the challenge of changing lives through education, cultivating bright curious minds, achieving award-winning results, upholding our values, and engaging positively with our students, parents and communities.</div><div></div><div>
Sign-on Bonus $5,000.00*</div><div></div><div>
As a Special Education Teacher , you will have the opportunity to change lives through education as you connect and work one-on-one with students needing special support to understand both their capabilities and disabilities as you develop and apply personalized learning approaches and programs that support their growth, progress, and success. And you will do meaningful work that makes a difference for our students as you:</div><ul><li><div>
Create a classroom environment that cultivates learning, engages the interests of the students and allows them to perform at their very best.</div></li><li><div>
Utilize direct instruction techniques to guide our students through a variety of activities designed to promote the social, physical and intellectual growth that is needed for primary school success!</div></li><li><div>
Explore individual needs and give side-by-side support to discover how each student best learns and develop personalized solutions to each students&rsquo; learning style and abilities.</div></li><li><div>
Master our proven curriculum as you implement our philosophy of education and guide the learning process and students toward the achievement of the curriculum goals.</div></li><li><div>
Evaluate each student&rsquo;s learning capabilities and celebrate student accomplishments,</div></li><li><div>
Encourage students to uphold our values and model mature behavior and good character in the classroom, on the school campus, and throughout their lives.</div></li></ul><div></div><div><i>
Meet the qualifications that set you up for success</i></div><ul><li><div>
Holding a bachelor&rsquo;s degree or more advanced degree</div></li><li><div>
A current K- 12 Special Education Mild/Moderate OR Special Education Moderate/Severe teaching certificate within the state the position is located.</div></li><li><div>
Creating positive, powerful energy that fuels our school spirit. Filling our campuses with exceptional students and diverse talent. Modeling our values, inspiring others and having fun. Solving matters with composure, integrity and compassion. Immersing yourself in significant connections with our students, parents, and fellow educators. Having a passion for teaching others, helping others learn, and celebrating their success. Participating in events outside of normal hours.</div></li><li><div>
Being active in the role when light lifting, sitting, standing, moving throughout the campus and traveling to other campuses as required.</div></li><li><div>
Depending on the state to which you are applying, background check requirements may vary. Including but not limited to state and national criminal history background check.</div></li></ul><div></div><ul><li>Eligibility and terms to be discussed with recruiter</li></ul><div><i>
Enjoy the benefits of being the best!</i></div><div></div><div><br>
Education is not a spectator sport, so we encourage you to work hard, learn, have fun, and always do your best. We thrive when cultivating curious minds, achieving award-winning results, upholding our values, and engaging positively with our students, parents, and communities. Every team member, from our support staff to our leadership team has knowledge to share, skills to teach, inspiration to offer, and a passion for helping others learn and perform their best.</div><div></div><div><br>
Enjoy industry-leading pay, rewards, referral bonuses and paid time-off. Care for your health and your family with comprehensive medical, dental, and vision benefits, discounted onsite childcare and student enrollment priority. Invest in your future with retirement plans and enhance your growth with promotion opportunities, training, mentoring, and tuition reimbursement.</div><div></div><div><i>
Ignite your career and apply today!</i></div></div>

DPSHRITCAMPUS

<p>special educator's job involves creating and implementing special methods for students with disabilities, adapting learning materials, tracking progress, and collaborating with other professionals and parents to support holistic development.</p><p>Key qualifications often include a relevant bachelor's or master's degree, a special education certification, and strong knowledge of special education laws and methodologies</p><p>Job Type: Full-time</p><p>Pay: ₹1.00 - ₹3.00 per month</p><p>Work Location: In person</p>

The Phoenix Special School

<p><b>Responsibilities :</b></p><p>Handle children with Autism / ADHD / Intellectual Disabilities</p><p>Prepare and implement IEP (Individualized Education Plan)</p><p>Conduct activity-based and life-skill training sessions</p><p>Maintain student progress records</p><p>Work closely with parents and therapists</p><p><b>Qualification:</b></p><p>B.Ed in Special Education / DSE / Diploma in Special Education</p><p>Good communication skills (Tamil &amp; English preferred)</p><p><b>Experience :</b></p><p>1&ndash;3 years (Experience in special school preferred)</p><p><b>Salary : </b></p><p>Salary will be based on qualification and experience</p><p>Performance-based increment available</p><p><b>How to Apply:</b></p><p>Interested candidates can: Send your Resume via WhatsApp to: 75503 97007</p><p>Job Types: Full-time, Part-time</p><p>Pay: ₹10,000.00 - ₹20,000.00 per month</p><p>Benefits:</p><ul><li>Leave encashment</li><li>Paid sick time</li><li>Paid time off</li></ul><p>Work Location: In person</p>

Gwinnett County Public Schools

<div></div><div><ul><div><div>JobID: 101293</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Teachers/Tchr Sp Ed - EBD SC<br>
</div><div><b>
Date Posted:</b><br>
 2/20/2026<br>
</div><div><b>
Location:</b><br>
 Centerville Elementary<br>
</div><div><b>
Date Available:</b><br>
 7/27/26<br>
</div><div><div><div><b>
Job Code: </b>Tchr Sp Ed - EBD SC - 060062</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</div></div></div><div></div><div><br>
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>
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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>
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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>
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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>
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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>
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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>
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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>
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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>
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16. Perform other duties as assigned.<br>
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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></div></ul></div><p></p>

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