Teacher Sp Ed - SDD Res/SC - Special Education

Required license and certification: Meet Georgia certification requirements in appropriate field of education.

Qualifications

• Bachelor’s Degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university
• Previous teaching experience
• 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
• Knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process

Responsibilities

• Plan and provide appropriate learning experiences for students based on the district’s AKS curriculum
• Create an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals
• Demonstrate command of the school subject being taught
• Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district’s curriculum and Individual Education Programs (IEP)
• Consult with classroom teachers and/or local school administrators to develop and maintain academic and behavioral management programs
• Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers
• Conduct in-service programs for the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.
• Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms
• Develop and prioritize long- and short-term instructional objectives based on the district’s AKS curriculum
• Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS
• Plan instruction to promote student mastery of prerequisite skills and knowledge
• Analyze student work and assessments to determine instructional needs
• Prepare written lesson plans to support instructional objectives of the AKS for all students
• Plan appropriate assessment of student learning
• Evaluate, select, and modify resources and activities
• Review and select district core materials and other resources that match the AKS, learner needs, and reflect scientifically based research on effective instruction
• Oversee assessment activities, including administering screening and diagnostic assessment instruments in a timely manner and interpreting evaluation results to parents and regular classroom teachers
• Provide initial focus for lessons by communicating specific learning objectives to students in a clear manner
• Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content
• Capture student attention through active involvement
• Organize content for presentation of the lesson in a logical sequence, into blocks or steps based on student needs and material complexity
• Follow research-based organizational plans for content organization (e.g., anticipatory set, acquisition lesson, guided practice, independent practice, summarizing)
• Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning
• Assess students’ learning of the AKS and provide specific feedback to students and parents on a frequent basis
• Provide collaborative learning opportunities
• Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice
• Explicitly teach essential content-related vocabulary and skills for improving reading and writing proficiency/literacy across content areas
• Utilize a variety of nonverbal/visual representations of content and skills
• Explicitly teach students to summarize their learning and set personal goals for improving academic achievement
• Teach students to compare and contrast knowledge, concepts, or content
• Use and teach questioning and cuing/prompting techniques
• Utilize technology effectively to plan, teach, and assess
• Use inquiry-based problem-solving learning strategies with students in all content areas
• Provide formative assessment that measures student progress toward AKS objectives and adjust instructional plans based on results
• Monitor students’ progress in learning through a variety of techniques on a frequent basis
• Provide criteria that allow students to measure their own progress toward objectives
• Provide summative assessment that measures student achievement of objectives
• Maintain assessment records for each student and communicate assessment results to students
• Utilize assessment results to plan for subsequent instruction
• Organize the learning environment to maximize student time on task, including arranging the classroom to facilitate learning and ensuring smooth transitions between activities
• Maintain an orderly system for housekeeping duties (e.g., attendance, passes, announcements, distributing and collecting materials, homework assignments)
• Maintain behavior conducive to learning by defining and communicating behavior expectations clearly, monitoring behavior, and providing appropriate feedback
• Deal effectively with inappropriate behavior, focusing on student behavior rather than personality
• Treat sensitive situations with discretion and encourage participation from all students
• Establish mutual respect between the teacher and students, conveying warmth, friendliness, and enthusiasm
• Assist with the physical needs of special education students (e.g., toileting, feeding, positioning, lifting, dressing, self-help skills) as needed
• Ensure safe travel of students within the school environment and on study trips
• Provide support for ostomy care, catheterization, and/or other medically related procedures as needed
• Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines
• Coordinate and/or serve on eligibility and placement teams
• Maintain complete records on children served according to due process, county guidelines, and required local, state, and federal reporting forms
• Inform designated school administrative personnel of program progress, issues, and/or concerns
• Comply with federal, state, and district due process policies and procedures
• Participate in professional growth and learning activities, applying new knowledge and skills in planning and delivery of student instruction
• Demonstrate evidence of progress toward individual goals plan
• Execute professional responsibilities, including using standard written and oral expression, demonstrating punctuality, submitting records/reports accurately and timely, and providing clear plans for substitute teachers
• Maintain regular attendance and a willingness to share ideas, methods, and materials
• Cooperate with staff and support the development of activities/goals of the local school
• Encourage positive home/school communications
• Perform other duties as assigned

Physical Demands

• Frequently required to stand, walk, use hands to touch/handle/feel, reach with hands and arms, talk, or hear
• Occasionally required to sit, climb or balance, stoop, kneel, or crouch
• Occasionally lift and/or move up to 100 pounds
• Specific vision abilities required: close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus
• Required to operate a motor vehicle in performance of duties
• Frequently exposed to moving mechanical parts and outside weather conditions
• Occasionally exposed to fumes or airborne particles and risk of electrical shock
• Moderate noise level in the work environment
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions