What are the responsibilities and job description for the 2025-2026 Autism/Interrelated Kindergarten Special Education Teacher position at Charles R Drew Charter School?
Autism/Interrelated Kindergarten Special Education Teacher
School Overview
Over Drew Charter School’s twenty-year history, the school has grown to serve grades PreK-12 with nearly 2,000 students in a “cradle-to-college” pipeline, including two onsite early learning partners. Drew implements a rigorous and supportive educational continuum, which includes tailored Response to Intervention (RTI) support, a rigorous STEAM/Project-Based Learning (PBL) instructional model, and a robust College and Career Readiness program. Every element has been thoughtfully designed to ensure all students succeed and to eliminate opportunity gaps and inequities in educational outcomes for our diverse population of students. More than just a school, Drew is at the heart of a community-wide commitment to launching all students on a pathway to health, impact, and prosperity.
Drew Board of Directors Commitment to Equity Statement
As part of our steadfast efforts to ensure equitable outcomes for ALL Drew Charter School students, we, the Board of Directors, individually and collectively, make an explicit commitment to identify, acknowledge, and dismantle policies and practices that reinforce systemic racism, and to educate and equip ALL of our students with the ability and opportunity to be leaders in the continuous work of creating a true, beloved community.
Position Description
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 and delivering Specially Designed Instruction to students with disabilities in the co-taught setting. The teacher is responsible for creating modified materials for classes in the co-taught setting and small group setting, as well as accommodations to grade level materials. The special education teacher is responsible for maintaining and analyzing up to date progress monitoring data for their caseload students. Additionally, the special education teacher is responsible for creating and maintaining compliant special education records, including: IEPs, re-evaluations/re-determinations, Behavioral Intervention Plans, Progress Monitoring/Reports.
The special education teacher will collaborate to design, modify, accommodate, and enhance grade level PBL projects along with the grade level team that will consist of lessons, activities, and assessments in pursuance of the Georgia Performance Standards, elements of STEAM, and 21st-century learning objectives. The teacher will guide and facilitate engaging learning experiences in an equitable, authentic, and meaningful way. The teacher, along with their general education co-teacher(s), will provide a reflective classroom environment that encourages choice, embodies the design process, and explores real-world solutions through whole and small group instruction. This position reports to the respective principal, Dean(s) of Students, and Special Education Lead Teacher.
Performance Responsibilities
Bachelor's Degree with at least a 2.5 GPA required
Work Experience
Zero (0) years of teaching experience
Student Teaching Experience Required
Certifications
Minimum of Level 4 GaPSC Certification in applicable field OR Passed applicable GACE Assessment OR have reciprocity eligibility
If uncertified candidate is considered, the expectation is that a Certification plan will be implemented and followed upon hire to obtain certification.
Compensation
Salary Range: $62,580 to $127,104
Work Days: 195
Drew Charter School offers our full-time staff members a broad, generous benefits package.
Annual performance bonus after 1 year of fulltime employment (if hired by 10/15)
School Overview
Over Drew Charter School’s twenty-year history, the school has grown to serve grades PreK-12 with nearly 2,000 students in a “cradle-to-college” pipeline, including two onsite early learning partners. Drew implements a rigorous and supportive educational continuum, which includes tailored Response to Intervention (RTI) support, a rigorous STEAM/Project-Based Learning (PBL) instructional model, and a robust College and Career Readiness program. Every element has been thoughtfully designed to ensure all students succeed and to eliminate opportunity gaps and inequities in educational outcomes for our diverse population of students. More than just a school, Drew is at the heart of a community-wide commitment to launching all students on a pathway to health, impact, and prosperity.
Drew Board of Directors Commitment to Equity Statement
As part of our steadfast efforts to ensure equitable outcomes for ALL Drew Charter School students, we, the Board of Directors, individually and collectively, make an explicit commitment to identify, acknowledge, and dismantle policies and practices that reinforce systemic racism, and to educate and equip ALL of our students with the ability and opportunity to be leaders in the continuous work of creating a true, beloved community.
Position Description
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 and delivering Specially Designed Instruction to students with disabilities in the co-taught setting. The teacher is responsible for creating modified materials for classes in the co-taught setting and small group setting, as well as accommodations to grade level materials. The special education teacher is responsible for maintaining and analyzing up to date progress monitoring data for their caseload students. Additionally, the special education teacher is responsible for creating and maintaining compliant special education records, including: IEPs, re-evaluations/re-determinations, Behavioral Intervention Plans, Progress Monitoring/Reports.
The special education teacher will collaborate to design, modify, accommodate, and enhance grade level PBL projects along with the grade level team that will consist of lessons, activities, and assessments in pursuance of the Georgia Performance Standards, elements of STEAM, and 21st-century learning objectives. The teacher will guide and facilitate engaging learning experiences in an equitable, authentic, and meaningful way. The teacher, along with their general education co-teacher(s), will provide a reflective classroom environment that encourages choice, embodies the design process, and explores real-world solutions through whole and small group instruction. This position reports to the respective principal, Dean(s) of Students, and Special Education Lead Teacher.
Performance Responsibilities
- Strong background in evidence-based autism strategies, with a particular focus on supporting behavioral development and social-emotional growth in early learners.
- Skilled in implementing and adapting behavioral intervention plans (BIPs) and Positive Behavior Interventions and Supports (PBIS) to meet individual student needs.
- Experienced in collaborative teaching environments, effectively partnering with co-teachers and support staff to create inclusive, structured, and predictable classroom settings.
- Proficient in using data-driven decision making to monitor progress, adjust interventions, and support students with autism in both academic and functional skill development.
- Familiar with best practice strategies for students with autism in the co-taught setting such as visual schedules, positive reinforcement, specially designed instruction, sensory-friendly conditions, social stories and explicit social skills teaching, and communication support
- Employ research-based special education strategies and techniques, primarily in the co-taught setting, to improve access to and mastery of grade-level standards.
- Instruct students in academic subjects using a variety of techniques such as Orton-Gillingham-based phonics and decoding instruction, multi-sensory learning, Specially Designed Instruction, and best practice instructional and behavioral strategies to reinforce learning and to meet students' varying needs and interests.
- Implement Behavior Intervention Plans with fidelity and maintain up to date data collection regarding the plan based on student IEPs.
- Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
- Use preferred co-teaching models daily to deliver instruction in the co-taught setting.
- 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.
- Participate in grade-level lesson planning, and create appropriate modifications and accommodations for daily instruction based on the lessons
- 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.
- 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.
Bachelor's Degree with at least a 2.5 GPA required
Work Experience
Zero (0) years of teaching experience
Student Teaching Experience Required
Certifications
Minimum of Level 4 GaPSC Certification in applicable field OR Passed applicable GACE Assessment OR have reciprocity eligibility
If uncertified candidate is considered, the expectation is that a Certification plan will be implemented and followed upon hire to obtain certification.
Compensation
Salary Range: $62,580 to $127,104
Work Days: 195
Drew Charter School offers our full-time staff members a broad, generous benefits package.
Annual performance bonus after 1 year of fulltime employment (if hired by 10/15)
Salary : $62,580 - $127,104