Dedicated Building Substitute Teacher- SPED

General Description

The Special Education Dedicated Building Substitute is a Substitute Teacher assigned to work at a specific building for a pre-determined length of time. They can expect to work in multiple special education related roles at their site based upon building need as determined by Building Administrators.

COMPENSATION

$150.00 Per Day

This position will only work three days a week, on regularly scheduled student attendance days for the predetermined length of time - 107 days total per school year.

Qualifications

• Strong desire to educate and concern for the well-being of young people
• Ability to commit to working every school day during the term of the assignment
• Ability to work effectively in both general education and special education environments, at any grade level or subject area at the location
• Valid Professional Educator License, Substitute Teacher License, or Educator License with Stipulations Endorsed as a Paraprofessional
• Bachelor's Degree or Higher
• Successful completion of a fingerprint-based background check (to be completed after hire)
• Written evidence of physical fitness (physical exam) completed within 90 calendar days prior to the starting date, or within 30 calendar days after the starting date

Specific Responsibilities

• Provide individualized instruction to students with disabilities in the absence of the assigned teacher
• Provide consultation to staff during team meetings and common planning times in the absence of the assigned teacher
• Submit records, reports, and assignments promptly and efficiently
• Work cooperatively with staff to accomplish students' IEP goals and benchmarks
• Manage a caseload of students with disabilities
• Provide input for student problem-solving
• Consult with classroom teachers and other providers of caseload students
• Maintain appropriate data on students to document current levels of performance and other pertinent information
• Monitor student progress per regular schedule using the identified tools
• Consult with teachers and other appropriate staff regarding the student's performance in the classroom
• Participate in activities that promote professional development
• Support and implement District policies and procedures, regulations, and administrative directives
• Adhere to the ethical standards and codes of the profession, and to the established rules, regulations, and laws governing special education