George R. Stuart Elementary Special Education Teacher

Cleveland City Schools • Cleveland, TN

23h • Onsite

About The Position

To provide academic and behavior intervention in specific skill deficit areas to students with disabilities (SWDs.)

Requirements

• Valid teacher’s license with appropriate endorsement
• Strong written, verbal, presentation, and interpersonal skills
• Meets health and physical qualifications
• Intelligence: The ability to understand instructions and underlying principles and ability to reason and make judgments
• Verbal: Ability to understand meanings of words and the ideas associated with them
• Numerical: Ability to perform arithmetic operations quickly and accurately
• Manual Dexterity: Ability to move hands easily and manipulate small objects with the fingers
• Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color

Nice To Haves

• Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
• Adaptability to accept responsibility for the direction, control, or planning of an activity
• Adaptability to deal with students
• Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

Responsibilities

• Maintains all special education paperwork in a timely manner including Instructionally Appropriate Individual Education Program (IAIEP)
• Prepares progress reports for each grading period and sends report to parents
• Administers tests and monitors students’ progress on a regular basis
• Uses EasyIEP for the development of IAIEPs and other reports
• Attends and chair IAIEP and S-Team meetings as well as consults with parents, administrators, school psychologists, and other professionals
• Works with assigned educational assistants in classroom and provides direction/support/guidance
• Implements individualized academic intervention in skill deficit areas, adaptive skills, communication, social skills, behavior intervention and pre-vocational skills
• Completes Reevaluation Summary Report, observations of students, and other forms for school psychologists to review
• Works collaboratively with Behavior Interventionists and teachers and follows recommendations in the Behavior Intervention Plan for SWDs’ behavior
• Assumes responsibility for the day-to-day operation of the classroom
• Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of the students
• Attends required Professional Development trainings
• Establishes student behavior and expects students to maintain standards of classroom behavior
• Keeps classroom work environment organized and order/manage materials and supplies
• Knows and follows all safety rules and procedures
• Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor
• Maintains order in classroom and schoolyard
• Reports to the principal when one knows or reasonably suspects that a student’s health or welfare has been or appears to have been harmed as a result of abuse or neglect
• Represents the schools and the community in a positive manner
• Performs other work-related duties as assigned

What This Job Offers

• Job Type: Full-time
• Career Level: Entry Level
• Education Level: High school or GED