Teacher Specialist- Early Childhood Special Education

Special Education Teacher Specialist- Early Childhood (ECSE)

Full-Time and Permanent; Exempt; 7.5 Hours/Day; 220 Days/Year; 11 Months/Year

Definition

The Teacher Specialist is a teacher leadership position responsible for providing district level compliance, instruction, and behavior best practice support to assigned schools, programs, and staff under the Individuals with Disabilities Education Act of 2004 (IDEA) and/or Section 504 of the Rehabilitation Act of 1973 (Section 504) to assist with improving achievement, performance, behavior, attendance, and health for students with disabilities ages 2-21, inclusive. The work involves providing training and support to a variety of instructional and other staff as identified by data-driven decision-making. Training and support provided to school/program staff may include but is not limited to classroom observations and feedback, instructional or behavioral practice modeling, goal-setting and coaching cycles, and feedback and technical assistance of case management responsibilities. An employee of this class is also responsible for assisting an assigned Learning Support administrator in coordinating activities, providing services, managing programs, and overseeing complex district initiatives. Assigned functions and programs are subject to change based on the needs of the division and department in effectively implementing special education and related services for students with disabilities throughout Norfolk. This position works under the direction of the Senior Director for Learning Support-Special Education or designee/Senior Coordinator.  

Minimum Qualifications

Master's degree in special education or related field. Minimum of five years of special education teaching experience or a related service. 

Required Knowledge, Skills, and Abilities

• Exhibits knowledge of the laws, procedures, principles, practices, and current developments associated with §504 and with the administration of special education programs under IDEA.
• Exhibits knowledge of the evaluation/identification and needs of students with disabilities.
• Extensive knowledge of specially designed instruction to support the needs of diverse learners academically and behaviorally. 
• Extensive knowledge of the principles and methodologies of effective and varied teaching practices and strategies, classroom accommodations, modification, classroom and behavior management, and varied assessment techniques.
• Knowledge of research-based professional learning practices on effective coaching models and ability to implement practices in supporting administrators and instructional staff within assigned schools and programs.
• Ability to work independently and serve as an active team member while promoting a positive, productive work environment to collaborate effectively with all strata of the population. ·
• Ability to demonstrate knowledge of various methods of data collection and subsequent analysis and interpretation of data to drive appropriate instructional and behavioral recommendations, decisions, and interventions.
• Ability to maintain confidential material/information and make appropriate decisions based on outcomes.
• Ability to independently and effectively manage projects and tasks. 
• Ability to quickly analyze situations, accept observations of others, and solve or coordinate a solution for problems and needs encountered. 
• Demonstrated proficiency in use and application of a variety office and instructional technology not limited to Microsoft Office Applications, Google applications, school student information and data systems, proficient word processing/keyboarding, and others as needed. 
• Exhibit a high degree of professionalism to include work ethic, assuming and accepting responsibility, flexibility, attention to detail, time management, organization, maintaining composure in high demand and challenging situations, and modeling a positive attitude which contributes to a positive climate and culture within the department/division. 
• Excellent oral, written, and human relations and communications skills. 

Essential Functions of the Class (May not include all duties performed):

• Provide effective professional development to teachers, to include modeling and various coaching practices, in the planning and implementation of evidence/research-based instructional and behavioral practices for students with disabilities in Early Childhood Special Education (ECSE), school-aged (K-12), or post-graduate programs. 
• Effectively observe teacher instructional/behavioral practices and provide feedback to improve teaching and learning. 
• Observe students utilizing various methods of data collection and subsequent analysis/interpretation of data to drive appropriate instructional and behavioral recommendations and interventions to include data for Functional Behavioral Assessments (FBA).  
• Assist teachers/service providers in the development of instructional materials, adaptations, accommodations, modifications, or assessments needed for students with disabilities in the general or special education setting. 
• Assist school staff in ensuring participation in the Virginia Accountability/Assessment System, including providing training, guidance, and input on the identification of appropriate accommodations and supports.  
• Develop and assist in the development of Individualized Education Programs (IEPs) focused on the students' disability-based needs. 
• Provide case management and service support as assigned to students placed in any programs or locations for which Norfolk Public Schools serves as the responsible local education agency (LEA), including but not limited to public day, private day, residential, and regional placements.
• Provide effective professional development and technical assistance, to include modeling and coaching, to school administrators and special education committee (SEC), IEP team, and/or Section 504 team members in legal requirements and compliance matters necessary to ensure a free and appropriate public education (FAPE) for all students with disabilities. 
• Collaborate with designated Senior Coordinator, school-based staff, and others in the monitoring of compliance and legal requirements of IDEA and/or Section 504 as assigned.
• Assist with parent/family engagement in the special education/Section 504 process, to include providing school staff with assistance with resolving issues when the parent/school disagrees and collaborating with assigned Senior Coordinator in the dispute resolution process. 
• Maintain a daily/weekly/monthly calendar of assigned school/staff support, project management, or other activities and assume responsibility for proactive and frequent communication of job duties and performance to designated Senior Coordinator. 
• Compile and submit data on compliance, instructional, behavioral, and other project support provided to assigned school/staff and prepare reports to the Senior Director of Learning Support and/or designated Senior Coordinator as requested. 
• Engages in interdepartmental collaboration to support student academic and behavioral success, provide training to division staff, maintain accurate data, and meet reporting deadlines. 
• Provides necessary professional development and training opportunities to a variety of audiences and stakeholders, including parents/guardians. 
• Annually participates in meaningful professional development to remain current in the areas of special education law and instructional best practices. 
• Performs related work as required and assigned. 

Physical Attributes

Normal physical effort required when working in offices & schools. Work may involve extended periods of sitting at a desk and looking at a terminal screen. May require stair navigation in buildings where there are no elevators. May require ability to lift items or equipment up to 30lbs.

License/Certification

Appropriate Special Education Teacher Certification/Licensure required.

Hazards

Work involves exposure to normal, everyday risks in an office or school environment. Must use universal precautions to avoid contagious diseases.

Unusual Demands

Work involves regular site visit travel to school buildings daily/weekly. Reliable transportation is required. Work is performed in an office and is subject to stress related to expressions of anger and hostility from parents/guardians or other stakeholders, constant deadlines, and frequent interruptions. 

Salary : $66,643 - $90,501