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Description: Special Education Teacher
Job Summary: Job would entail working with special education and regular education teachers and other staff and parents, updating IEP's, creating individual programs tailored to the specific physical, emotional and intellectual needs of each student, which may include having them attend regular education classes.
Title: Special Education Teacher
Qualifications:

• Hold or be eligible for NH Certification asa Special Educator (1900)
• Experience in the field of Special Education
• Experience working with middle school aged students.
• Such alternatives to the above qualifications as the School Board may find appropriate and acceptable

Reports To:
Special Education Director
Supervises:
Assigned Para Educators
Job Goal:
Responsible for overseeing the implementation of building special education services in accordance with the current NH Standards and any updated changes in the law. Under the direction of the special education coordinator, the special education teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.
Performance Responsibilities:

• Provide direct and indirect instructional support to students in a positive environment.
• Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
• Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
• Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
• Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
• Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
• Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
• Provide crisis intervention, as needed, for students and those in inclusive classrooms.
• Assist in collection of data for providing appropriate classroom interventions.
• Serve as a member of a multidisciplinary team as appropriate.
• Assist in preparation of data for local, state, and federal reports.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Perform related work as required.

Knowledge and Skills
The successful candidate will demonstrate knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities. Ability to recognize individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and Stevens High School policies and effective instructional practices. The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.
504 Coodinator Job Description
504 Coordinator is responsible for facilitating, coordinating, and approving the development of 504 Plans. The 504 Coordinator has the role of decision-maker, consultant, and specialist in advising administrators, teachers, and other professional personnel in the development and implementation of 504 Plans. The 504 Coordinator plans for and develops staff in-service opportunities for school based 504 facilitators. The director also provides advice and counsel for teachers and principals on matters pertaining to the development of a 504 Plan and informs such school personnel who are responsible for carrying out the adaptations and modifications as written in the 504 Plan. Under limited supervision, performs a variety of supervisory and administrative tasks necessary in monitoring and assisting in plan development. The 504 Coordinator monitors the overall effectiveness of student plans and ensures all are implemented within federal, state and local regulations.
Work Environment:

• Requires prolonged sitting or standing.
• Occasional stooping, bending, and reaching
• May work in noisy and crowded environments.

Working Conditions: Regular school hours.
Application Procedure:
Apply Online
Selection Procedure: Hiring committee will move selected candidate to the Superintendent for approval