Special Education Teacher-Inclusion/Resource - Elementary – SYSTEMWIDE

Madison City Schools•Madison, AL

About The Position

The Special Education Teacher-Inclusion/Resource – Elementary provides individualized instruction and support for students with disabilities. The teacher implements and manages the Individualized Education Program (IEP) process, collaborates with families and multidisciplinary teams, and creates an inclusive learning environment that supports academic progress, independence, and positive social-emotional development. The role assesses student abilities and collaborates with multidisciplinary teams to develop appropriate IEPs. It develops lesson plans and instructional materials, provides individualized and small-group instruction, adapts curriculum to students’ needs, and establishes classroom expectations that support learning. The teacher communicates student progress and instructional expectations to students and parents; maintains confidential student records; documents IEPs and student progress in the Special Education Tracking System (SETS); and participates in school and district planning, professional development, and improvement activities. The position is subject to the Students First Act of 2011. The expected employment period is 187 days for a full school year. Evaluation is conducted according to established Board policies and administrative procedures and guidelines. The district may fill the position by transferring a qualified current employee. Salary is according to the Madison City Schools Salary Schedule and is based on employment for a complete year.

Requirements

Minimum of a Bachelor of Science degree in the area of instructional responsibility.
Alabama State Department of Education teaching certification in the area of instructional responsibility.
Knowledge of state core curriculum standards, district educational goals, student academic growth and development for the assigned grade, and the district program of studies.
Ability to apply current research and theory to instructional programs.
Ability to collaborate with teachers to plan and implement instruction based on system and state courses of study and students’ needs and abilities.
Ability to establish and maintain effective relationships with students, parents, and educators.
Effective oral and written communication skills.
Ability to use and manage technology, including email, the internet, and Google products.
Knowledge and understanding of district rules, administrative procedures, local board policy, and state and federal rules and regulations.
Physical and emotional ability to fulfill the contract period.
Upon offer of employment, submit legible fingerprints for background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation, as required by Alabama law. A new background check is required for anyone new to Madison City Schools, regardless of the recency of prior checks; background checks may not be more than ten years old.
Comply with student safety and security expectations, including professional conduct, appropriate boundaries, district-approved communications, and required reporting of suspected child abuse or neglect.

Responsibilities

Assess student abilities and work with a multidisciplinary team to develop individualized education programs aligned with educational goals, objectives, and student outcomes.
Develop lesson plans and instructional materials, and provide individualized and small-group instruction adapted to student needs.
Plan age-appropriate class activities and lesson presentations that meet students’ individual needs, interests, and ability levels.
Establish and maintain student behavior standards that support a classroom climate conducive to learning.
Identify student needs and collaborate with professional staff to assess and resolve learning problems.
Maintain professional competence and continuous improvement through required or assigned in-service education and other professional growth activities.
Communicate instructional expectations and student progress or lack of progress to students and parents, orally or in writing.
Maintain confidentiality of student records, grades, performance, and related matters.
Participate in school-level planning, faculty meetings, committees, and other school-system groups.
Maintain professional rapport with teachers, team leaders, department heads, district coordinators or program directors, and instructional support and service employees.
Demonstrate effective parent and community relations through oral and written communication and listening skills.
Participate in co-curricular programs, school and district improvement efforts, and community and parent groups; abide by and promote high ethical standards.
Model personal characteristics and work habits consistent with student development goals.
Develop and maintain IEP and student-progress documentation through the Special Education Tracking System (SETS).
Model professional conduct and maintain clear, appropriate boundaries with students; use district-approved communication channels.
Promptly report suspected child abuse or neglect to law enforcement authorities as required by Alabama law.