Special Education Teacher

About the Role

Reporting to the Special Education Director and Principal, the Special Education Teacher provides support services, direct instruction, and supervision for students, staff, and parents. This includes case management, referral coordination, case conference attendance, assessment, diagnostics, and reporting at the school site, in other public buildings, and in private residences as delegated.

Responsibilities

• Provides direct support service to individual students, small groups, and classrooms.
• Utilizes data-driven instruction and PSOE educational frameworks to ensure delivery of standards-driven instruction to all students in the special education program.
• Completes assessments, referrals, and conferences with students, staff, and families.
• Oversees implementation of BIP’s, FBA’s, IEP’s, and 504 programs.
• Utilizes oversight by Special Education Director, school psychologist, and other subcontracted professional staff/outside agencies to identify and understand strategies for support and instruction.
• Completes home or offsite visits as delegated.
• Develops and maintains family communication programs and community partnerships.
• Serves as a member of other school-based behavioral/outreach teams.
• Provides direct service and oversees Special Education team scheduling for students in all push-in and pull-out programs.
• Completes reports and follow-up documentation as required by Federal, State, and local agencies, as well as additional reporting requested by the Special Education Director.
• Fosters effective teamwork between the school culture team, administration, and school staff.
• Maintains updated and documented evidence as case files for all past and current cases.
• Contributes to a strong school education team by serving on school committees and participating in local, state, and federal obligations.
• Acts as a professional advisor to the Special Education Director on all aspects of school special education activities.
• Abides by all PSOE frameworks as approved by the executive director and as noted in the staff handbook.
• Maintains ongoing, consistent communication and team behavior leadership as outlined in the school’s frameworks.
• Assumes additional roles as delegated for various school functions to manage team workload efficiently.
• Actively engages as a volunteer to energize board members, committees, stakeholders, partnering organizations, and funders.
• Utilizes effective systems to troubleshoot problems, track progress, and evaluate workflow components for clear communication to the team lead.
• Assists with K-8 special education instructional program integration and implementation under the direction of the Special Education Director, Curriculum Director, and Principal.
• Contributes to the organization's mission and reflects school priorities.
• Assists in planning, implementation, execution, and evaluation of special projects.
• Supports high school placement and transition plans for middle school special education students.
• Establishes a positive, healthy, and safe work environment in compliance with legislation and regulations including FERPA, FAPE, Section 504, and Special Education.
• Assists all staff with elements of special education orientation and organization.

Qualifications and Education Requirements

• Bachelor’s degree (master’s preferred) in the field of special education.
• Prior successful full-time special education experience in a similar setting.
• Certification in restraints/Non-Violent Crisis Intervention preferred.
• Unwavering commitment to quality programs and production.
• Excellence in organizational management, with the ability to manage multiple tasks and achieve strategic objectives.
• Strong written and verbal communication skills; persuasive and passionate communicator with excellent interpersonal and multidisciplinary project skills.
• Action-oriented, entrepreneurial, adaptable, and innovative approach to planning.
• Ability to work effectively in collaboration with diverse groups of people.
• Passion, idealism, integrity, grit, positive attitude, mission-driven, and self-directed.
• Annual training and/or professional development required for all PSOE employees.

Preferred Skills

• Proficiency in technology.
• Knowledge of leadership and management principles as they relate to charter schools.
• Knowledge of current community challenges and opportunities relating to the mission of the organization.

Working Conditions and Physical Requirements

The physical demands described are representative of those that must be met to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions.

• Ability to sit and stand for extended periods.
• Manual dexterity to dial a telephone and enter data into a computer.
• Ability to see and read a computer screen and printed material with or without vision aids.
• Ability to hear and understand speech at normal classroom levels, outdoors, and on the telephone.
• Ability to speak in audible tones so others may understand clearly in normal classrooms, outdoors, and on the telephone.
• Physical agility to lift up to 25 pounds to shoulder height and 50 pounds to waist height.
• Ability to bend, stoop, sit on the floor, climb stairs, walk, and reach overhead.

Work environment characteristics include duties performed in a school/classroom setting, occasionally on field trips away from school. The noise level is usually moderate. The Special Education Teacher may work evenings, weekends, and additional hours to accommodate activities such as committees, home visitations, fundraisers, public meetings, and representing the organization at public events.