Special Education Teacher - Emotional Disturbances and-or Autism (SPARK) -SYSTEMWIDE

Madison City Schools•Madison, AL

4d•Onsite

About The Position

The Special Education Teacher - Emotional Disturbances and-or Autism (SPARK) - SYSTEMWIDE position aims to provide high-quality, individualized instruction and support for students with disabilities. This role involves implementing and managing the Individualized Education Program (IEP) process, collaborating with families and multidisciplinary teams, and fostering an inclusive learning environment that promotes academic progress, independence, and positive social-emotional development. The position is FLSA Exempt and reports to the Principal or Designee. A background check is required upon offer of employment, involving fingerprint submission for review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks must not be more than ten years old. The position requires knowledge of state core curriculum standards, district educational goals, student academic growth, and the district's program of studies. The teacher must be able to apply current research and theory to instructional programs, collaborate with other teachers, and establish effective relationships with students, parents, and colleagues. Proficiency in oral and written communication, as well as technology use (e-mail, internet, Google products), is necessary. Understanding of district rules, administrative procedures, local board policy, and state and federal regulations is also required. The role demands the physical and emotional ability to fulfill the contract period. Essential functions include assessing student abilities, developing IEPs with multidisciplinary teams, creating lesson plans and instructional materials, providing individualized and small group instruction in academics, social skills, behavior, and communication, and establishing and maintaining appropriate student behavior standards. The teacher will identify student needs, cooperate with staff to resolve learning problems, maintain professional competence through continuous learning, and communicate instructional expectations and student progress to students and parents. Confidentiality of student records is paramount. Participation in school-level planning, faculty meetings, committees, and other school system groups is expected. Maintaining professional rapport with colleagues and demonstrating strong parent/community relations skills are crucial. The role includes fulfilling professional responsibilities beyond the classroom, such as participating in co-curricular programs, school and district improvement efforts, community and parent groups, and upholding high ethical standards. Modeling appropriate personal characteristics and work habits is also a key aspect. Documentation of IEPs and student progress will be maintained through Special Populations in Power Schools. This position is subject to the Students First Act of 2011. Madison City Schools reserves the right to fill this position by transfer of a qualified internal applicant. Under the Students First Act of 2011, credit toward tenure or non-probationary status is not earned in the initial school year if the hire date is after September 30. The expected employment is for 187 days (full year), with evaluation according to established Board policies and administrative procedures. Salary is based on the Madison City Schools Salary Schedule for a complete year, plus a $5,000 supplement.

Requirements

Minimum of a B.S. Degree in the area of instructional responsibility.
Alabama State Department of Education Teaching Certification in the area of instructional responsibility or the ability to obtain one.
Knowledgeable in state core curriculum standards and district educational goals for the assigned instructional specialty.
Knowledge of student academic growth and development applicable to the grade level assigned.
Knowledge of the district's program of studies related to mission, goals and organization.
Ability to apply knowledge of current research and theory to instructional programs.
Ability to collaborate with teachers to plan and implement based on system and state courses of study and the needs and abilities of students.
Ability to establish and maintain effective relationships with students, parents, and other educators.
Skilled and effective in oral and written communication.
Ability to use and manage technology including, but not limited to, e-mail, internet, and Google products.
Knowledge and understanding of the district’s rules, administrative procedures, local board policy, and state and federal rules and regulations.
Possesses the physical and emotional ability to fulfill the contract period.
Background check required upon offer of employment.
Fingerprints required for background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation.
Background checks may not be more than ten (10) years old.

Nice To Haves

Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Responsibilities

Provide high-quality, individualized instruction and support for students with disabilities.
Implement and manage the Individualized Education Program (IEP) process.
Collaborate with families and multidisciplinary teams.
Create an inclusive learning environment that promotes academic progress, independence, and positive social-emotional development.
Assess student abilities and work with a multi-disciplinary team to develop appropriate individualized education programs.
Develop lesson plans and instructional materials.
Provide individualized and small group instruction focusing on academics, social skills, behavior, and communication based on student needs.
Plan class activities and lesson presentations that are age-appropriate and meet the individual needs, interests, and ability levels of all students.
Establish and maintain standards of student behavior conducive to learning.
Identify student needs and cooperate with other professional staff members in assessing and resolving learning problems.
Maintain professional competence and continuous improvement through in-service education and other professional growth activities.
Communicate instructional expectations and student progress (or lack of progress) to students and parents, either in writing or verbally.
Ensure confidentiality of all students’ records, grades, performance, and all other related matters.
Participate in school-level planning, faculty meetings/committees, and other school system groups.
Establish and maintain a professional level of rapport with colleagues and instructional support staff.
Demonstrate positive and technically competent parent/community relations skills.
Fulfill professional responsibilities beyond the classroom, including participation in school co-curricular programs, school and district program improvement efforts, and community/parent groups.
Abide by and promote high ethical standards.
Model appropriate personal characteristics and work habits.
Develop and maintain documentation of Individualized Education Programs and student progress through Special Populations in Power Schools.