Ex Ed Teacher - DCC

Hamilton County Schools•Harrison, TN

9d•Onsite

About The Position

Hamilton County Schools is seeking an Exceptional Education Developmental Communication Class (DCC) Teacher for Harrison Elementary, a K–5 school in Harrison, Tennessee. The teacher works with students with mild to moderate disabilities, including students with significant communication disorders, in inclusionary and pull-out settings. The role includes co-teaching with content-area teachers, teaching credit classes including alternative academic diploma classes, and providing instruction and supervision for students with social, behavioral, communication, and self-help needs. The teacher develops and implements appropriate IEPs and transition programming, collaborates with school staff and families, conducts and interprets assessments, and participates in IEP meetings. The position requires ongoing collection and documentation of data on IEP goals, progress monitoring, and quarterly progress reports. The teacher is expected to follow Hamilton County Schools’ instructional framework, foster a safe and productive classroom, build strong relationships with families and the school community, and participate in professional development.

Requirements

Valid Tennessee teaching certification in Special Education with endorsement 105 or 461; applicants licensed in another state must apply for a Tennessee teaching license.
Bachelor’s degree.
Ability to write and implement instructional, appropriate IEPs and facilitate IEP meetings.
Ability to design, write, and implement transition programming for students with mild to moderate disabilities.
Experience administering and interpreting standardized and alternative assessments.
Organizational and communication skills for teaching, assessment, meetings, and data management, including use of EasyIEP.
Technology skills to support academic and behavioral intervention programs and work with a variety of technology platforms.
Ability and willingness to work collaboratively within programming areas and with school staff.
Knowledge of IDEA, current state special education rules and regulations, and compliance requirements related to programming, assessment, and procedural safeguards.
Ability to provide general physical assistance to students, including lifting, transferring, positioning, toileting, and feeding students with limited physical needs.
Ability to collect and document IEP goal data at least weekly, maintain student files, and complete progress monitoring and quarterly reports as specified.
Experience working with students with mild to moderate disabilities in a school setting.
Ability to co-teach, teach upper-level subject matter and alternative academic diploma classes, and work in inclusionary and pull-out settings.
Specialized skills in working with students with significant communication disorders.
Knowledge of applied behavioral analysis, discrete trials, PECS systems, and organizational systems for students with Autism Spectrum Disorder.
Knowledge of curriculum appropriate to students’ functioning levels and ability to supervise and instruct students with social, behavioral, communication, and self-help disabilities.

Nice To Haves

Knowledge of, or willingness to learn, interventions for students with developmental disabilities, including antecedent/behavioral packages, one-to-one discrete trial teaching, modeling, incidental teaching, peer coaching, pivotal response training, visual supports and schedules, self-regulation, and social stories.
Ability to teach developmental reading using research-based materials such as Spire, Orton-Gillingham, or Jamestown Reading, or willingness to be trained.
Willingness to be trained in Work-Based Learning opportunities if working in a high school setting.

Responsibilities

Teach students with mild to moderate disabilities in inclusionary and pull-out settings, including co-teaching with content-area teachers.
Teach credit classes, including alternative academic diploma classes, and developmental reading as appropriate.
Provide instruction and supervision for students with social, behavioral, communication, and self-help disabilities.
Develop, write, and implement appropriate IEPs and transition programming; collaborate with staff to support students’ outcomes.
Conduct age-appropriate assessments and administer and interpret standardized and alternative assessments.
Facilitate IEP meetings and work with general education staff to implement inclusionary opportunities.
Collect and document data on IEP goals and objectives, maintain student files, enter progress monitoring data in EasyIEP, and complete quarterly progress reports for families.
Build a safe, productive classroom culture with clear procedures, positive relationships, high expectations, and responsive teaching.
Communicate with students’ families about expectations, positive news, concerns, and student learning; provide opportunities for parent involvement.
Collaborate with teachers, administrators, students, parents, and other stakeholders to support the school community.
Participate in system-wide professional development and contribute to the school’s mission and goals through reflection and collaboration.
Provide general physical assistance as needed, including help with toileting, feeding, transferring, positioning, and other self-help or behavioral needs.
Complete Crisis Prevention Intervention training and, if working in a high school setting, pursue Work-Based Learning training as applicable.
Perform additional duties as assigned.