Ex Ed Teacher - DCC

Hamilton County Schools•Harrison, TN

About The Position

Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits. We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County. Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030. Exceptional Education Developmental Communication Class (DCC) Teacher: Experience working with students with mild to moderate disabilities in a school setting; ability to co-teach by working side-by-side with a content area teacher to provide instruction and supports to students, and teach credit classes including alternative academic diploma for students with mild to moderate disabilities; knowledge of upper level school subject matter; ability to work in a variety of inclusionary and pull-out program settings. Specialized skills in working with students with significant communication disorders. Knowledge of applied behavioral analysis, discrete trials. PECS systems and a variety of organizational systems for students with Autism Spectrum Ability to provide supervision and instruction for students with social, behavioral, communication, and self- help disabilities. Knowledge of curriculum for the functioning level of the students. Knowledge of or willingness to learn interventions designed for students with developmental disabilities including but not limited to the following: antecedent/behavioral package, one-to-one discrete trial teaching, modeling, incidental teaching, peer coaching, pivotal response training, visual supports & schedules, self-regulation, social stories. Ability to collaborate and communicate with other staff to develop IEPs, work with regular education staff to implement inclusionary opportunities, conduct age appropriate assessments, and facilitate IEP meetings. Follow Hamilton County Schools’ instructional framework including: Ensuring Equity in Actions Setting High Expectations Building a Productive Classroom Culture Responsive Teaching and Learning Classroom Culture: Build a safe and productive classroom culture. Positive relationships are evident, procedures are clear, and the classroom is safe and secure for learning to unfold. Student and teacher interactions promote a growth mindset. Family & Community: Develop strong relationships with students’ families while diligently informing parents of expectations, positive news, and/or concerns. Ability to provide good communication with parents on a daily basis if necessary. Provide opportunities for parents to be involved in their children’s learning. Willingness to collaborate in building a strong school community and to foster a collaborative relationship among other teachers, administrators, students, parents, and other stake holders. Professional Responsibilities: Actively participates in system-wide professional development offered by exceptional education and learning community with colleagues in order to improve teaching and student learning. Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school. Knowledge of IDEA, current state special education rules and regulations, and compliance issues relative to programming, assessment and procedural safeguards for students with disabilities. Ability to complete training in Crisis Prevention Intervention. Trained or willingness to be trained in Work-Based Learning opportunities if working in a high school setting. Ability to teach developmental reading using research based materials that cover the NCLB reading components such as Spire, Orton-Gillingham, or Jamestown Reading and/or willingness to be trained.

Requirements

Must be able to write and implement instructional appropriate IEP’s leading to positive outcomes for students with disabilities and facilitate IEP meetings.
Ability to design/write and implement transition programming for students with mild to moderate disabilities.
Experience with administration and interpretation of standardized assessments and alternative assessments.
Ability to design/write and implement transition programming for students with mild to moderate disabilities.
Good organizational skills; good communication skills to facilitate teaching, assessment, meeting and data management responsibilities such as Easy IEP.
Possess good technology skills to facilitate implementation of academic and/or behavior intervention programs and working with a wide variety of technology platforms.
Willingness to work within programming areas as a collaborative team member.
May include providing general physical assistance to students with various disabilities. Tasks will involve, but are not limited to, assisting students with toileting/feeding/other self-help and behavioral needs. Physical ability to lift, transfer, position, toilet and feed students with limited physical needs. Additional duties as assigned.
Teaching candidates must hold a valid state of Tennessee teaching certification in Special Education (Endorsements: 105 or 461) If you hold a teaching license in another state, you must apply for a Tennessee teaching license.
Candidates must hold a bachelor's degree.
Conduct ongoing data collection on all IEP goals/objectives as indicated in the wording of each IEP goal, but at minimum 1 data point per goal per week. Place a copy of the data collection in the student’s special education file prior to each quarterly progress report. Use the collected data to complete Progress Monitoring Data Points in EasyIEP and to complete the quarterly progress reports that are sent home to parents/guardians.
Case managers and service providers will use the EasyIEP Progress Monitoring Wizard to graph at least 3 data points per goal per each nine week grading period. (The only exceptions to using the EasyIEP Progress Monitoring Graphs are Speech Language Personnel, OTs, PTx, and Audiologists who use Stellar Docs for Progress Monitoring. It is understood that service personnel using Stellar Docs will also enter data on quarterly progress reports.)

Responsibilities

Experience working with students with mild to moderate disabilities in a school setting
Ability to co-teach by working side-by-side with a content area teacher to provide instruction and supports to students, and teach credit classes including alternative academic diploma for students with mild to moderate disabilities
Knowledge of upper level school subject matter
Ability to work in a variety of inclusionary and pull-out program settings
Specialized skills in working with students with significant communication disorders
Knowledge of applied behavioral analysis, discrete trials
PECS systems and a variety of organizational systems for students with Autism Spectrum Ability to provide supervision and instruction for students with social, behavioral, communication, and self- help disabilities
Knowledge of curriculum for the functioning level of the students
Knowledge of or willingness to learn interventions designed for students with developmental disabilities including but not limited to the following: antecedent/behavioral package, one-to-one discrete trial teaching, modeling, incidental teaching, peer coaching, pivotal response training, visual supports & schedules, self-regulation, social stories
Ability to collaborate and communicate with other staff to develop IEPs, work with regular education staff to implement inclusionary opportunities, conduct age appropriate assessments, and facilitate IEP meetings
Follow Hamilton County Schools’ instructional framework including: Ensuring Equity in Actions Setting High Expectations Building a Productive Classroom Culture Responsive Teaching and Learning
Build a safe and productive classroom culture
Develop strong relationships with students’ families while diligently informing parents of expectations, positive news, and/or concerns
Actively participates in system-wide professional development offered by exceptional education and learning community with colleagues in order to improve teaching and student learning
Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school
Knowledge of IDEA, current state special education rules and regulations, and compliance issues relative to programming, assessment and procedural safeguards for students with disabilities
Ability to complete training in Crisis Prevention Intervention
Trained or willingness to be trained in Work-Based Learning opportunities if working in a high school setting
Ability to teach developmental reading using research based materials that cover the NCLB reading components such as Spire, Orton-Gillingham, or Jamestown Reading and/or willingness to be trained