Community Based Pre-School SPED Teacher_Collins

Job Qualifications

Education: A Bachelor's degree in special education and/or pursuing special education certification in a content area is desirable.

Certification or Licensure: Meets Georgia state certification requirements in an appropriate field of education. Special Education Preschool Endorsement preferred.

Skills: Knowledge of learning theory, differentiated instruction, developmental reading, child development, behavior management, and assessment. Must be knowledgeable in methods of teaching elementary reading and math if seeking an elementary position.

Work Experience: Student teaching in the specific area of exceptionality or two years of teaching experience in the specific area of exceptionality (learning disabilities, mental retardation, autism spectrum disorder, or emotional disabilities) preferable at a level appropriate to the assignment (elementary or secondary), other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.

Primary Duty

This position is responsible for providing direct and indirect services/instruction to students with disabilities and their families in a home-based or community/facility-based setting and works in collaboration with the general education teacher. Facilitate the evaluation and Individual Education Program (IEP) process under the direction of the director of special education and special education supervisor.

Essential Duties And Responsibilities

• Assumes all duties and responsibilities specified for Georgia Teachers in the GTEP record.
• Assists with screening and evaluation of students when requested.
• Prepares initial and post-evaluation/assessment reports and eligibility reports as requested.
• Serves as a member of the Eligibility/IEP team to assist in determining programs and/or placements for students with disabilities. Prepare, review, and present evaluation reports and draft goals and objectives at staffing in collaboration with parents, teachers, and other support agencies.
• Assumes responsibility for planning, evaluation, and supervision of the performance of the paraprofessional.
• Maintains accurate and complete records as required by law, RCSS policy, and administrative
  
  

regulation. Maintain lesson plans, progress reports, home visit/community-based reports, data

sheets, time sheets, travel reports, and other documents.

• Develop curriculum, select and/or adapt instructional materials and equipment for maintenance of
  
  

student educational programming. Establish and provide toys and materials lending services to

families.

• Identifies additional needs of students and/or families and makes referrals or seeks consultation
  
  

from the person responsible for addressing this need.

• Delivers services and provides appropriate instruction to students as specified in IEP.
• Participates in professional development activities designed to advance teacher knowledge in
  
  

instruction, best practices, and differentiated instruction. Changes in educational policy and other

information may be necessary to improve classroom instruction and programming for students with

disabilities.

• Establishes and maintains contact with outside service providers working with a student on the
  
  

teacher’s caseload to provide an integrated educational program.

• Establishes relationships with colleagues, students, parents, and community which reflect
  
  

recognition of and respect for every individual.

• Participates in preschool/Pre-K conferences, RTI/SST meetings, and other events within the regular
  
  

education process as part of the consultation process for current students or the transition process

for past students being monitored.

• Collaborates with special education personnel in the appropriate assignment and educational
  
  

planning of students with disabilities, recognizing that early detection and remediation of individual

problems will prevent later difficulties.

• Attends staff meetings and serves on staff committees as required.
• Meets required deadlines for annual reviews and eligibility redetermination.
• Assists students with other needs as appropriate; such as toileting, feeding, etc.
• Takes all necessary and safety precautions to protect self, students, equipment, materials and
  
  

facilities.

• The employee shall carry out such other and further duties, whether specifically listed above or not,
  
  

as are assigned or required by such employee’s supervisor, other appropriate school personnel, law

board policy administrative regulation, department handbook, as are reasonably necessary to the

efficient operation of the school system and its mission.

Work Environment / Physical Demands

The work environment characteristics are representative of those an employee encounters while

performing the essential functions of this job. Reasonable accommodations may be made to

enable individuals with disabilities to perform essential functions. The noise level in the work

environment is usually moderate.

The employee must occasionally lift and/or move up to 25 pounds. While performing the duties

of this job, the employee is regularly required to talk and hear. The employee is frequently

required to walk, stand, and sit.