Special Education Teacher (Hearing Impaired)- SYSTEMWIDE

Madison City Schools•Madison, AL

16d

About The Position

To help students learn subject matter and skills that will contribute to their development as mature, able, responsible members of society.

Requirements

Minimum of a B.S. Degree in the area of instructional responsibility required.
Alabama State Department of Education Teaching Certification in the area of Special Education (K-12 Certification required).
Knowledge of content, curriculum, methods, materials and equipment of instructional specialty to which assigned.
Knowledge of student academic growth and development applicable to the grade level assigned.
Knowledge of school’s program of studies related to mission, goals and organization.
Ability to apply knowledge of current research and theory to instructional programs.
Ability to plan and implement lessons 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 peers.
Skilled and effective in oral and written communication.
Ability to use and manage technology including, but not limited to e-mail, internet, Microsoft Office Programs, CD-ROMS, DVD’s videos, etc.
Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations.
Possess the physical and emotional ability to fulfill the contract period.

Nice To Haves

Certification in Hearing Impairment (HI) preferred with ability to implement Signing Exact English (SEE) and American Sign Language (ASL).

Responsibilities

Plans and delivers instructional activities for students consistent with student needs and district instructional goals.
Establishes behavior standards, provides classroom routines, and practices effective oral communication and listening skills resulting in a learning environment that promotes learning and self-discipline among students.
Demonstrates the effective evaluation of student needs and progress by engaging in entry level diagnosis activities, test construction, record keeping, and appropriate referral of students with special needs, preparing students for assessment, effective test administration, and post assessment follow-up activities.
Delivers instructional activities in a manner demonstrating a variety of instructional techniques, promoting positive interaction among students, and providing for appropriate practice of activities and skills focusing upon the desired learning outcomes.
Establishes and maintains a high level of rapport with other teachers, team leaders, department heads, district-level coordinators and/or program directors, and instructional support and service employees of the school district.
Establishes and maintains a professional rapport with students that results in students being shown that all individuals are deserving of respectful and dignified treatment and promoting a healthy self-concept in all students.
Demonstrates a positive and technically competent set of parent/community relations’ skills including oral communication, written communications, and listening skills in-group and one-on-one situations as necessary.
Fulfills professional responsibilities beyond those exhibited in the classroom to include participation in school co-curricular programs, school and district program improvement efforts, and participation in community and parent groups and abides by and promotes high ethical standards.
Professional Development activities leading toward enhancing professional qualification.
Models appropriate personal characteristics and work habits that are consistent with personal development goals established for students.
Ensures confidentiality of all students’ records, grades, performance and all other related matters.
Participates in school-level planning, faculty meetings/committees and other school system groups.
Adheres to school system rules, administrative procedures, local board policy, and state and federal rules and regulations.
Coordinates student programs with sending campuses (middle schools and high schools).
Meet with middle school and high school special education teachers regarding transition of special education students.
Communicate/Meet with special education administration regarding transition services of middle school, high school and PAAS students (serve on student support and referral teams).