Teacher - Special Education, Deaf Hard of Hearing

Job Description Code: 2H.015

Division/Department: Academics and Accountability

Pay Grade: Certified Salary Schedule

Pay Type: Salaried;
Exempt

Retirement: TRS

Contract Work Year: 188 Days

Reports To: Director, Special Education Instructional Services

Evaluation Instrument: PEI

A valid Georgia Educator Certificate in assigned teaching field as required by the Georgia Professional Standards Commission;
Special Education General or Adapted Curriculum P-12 Consultative and/or Physical and Health Disabilities P-12 field.

Provide instruction for eligible students with disabilities; encourage and assess student achievement and progress; and, manage the learning environment effectively.

• Demonstrate an understanding of the curriculum, subject content, pedagogical knowledge and the needs of students by providing relevant learning experiences.
• Collaborate with, and serve as a resource for, the general education teacher, designated paraprofessional(s) and other school and District personnel to provide special education services that maximize student achievement according to the guidelines of the program through established delivery models.
• Provide consultation related to best practices for educating students with physical and health disabilities.
• Assist students with overcoming barriers to accessing the curriculum and the environment due to their physical and health disabilities.
• Demonstrate techniques for physical management of students with physical and health disabilities to ensure participation in academic and social environments.
• Demonstrate appropriate body mechanics to ensure student and teacher safety in transferring, lifting, positioning and seating.
• Provide consultation related to secondary health care issues and medical conditions of students with physical and health disabilities and the resulting impact on student performance.
• Assist school administration in creation and implementation of student specific emergency, evacuation and healthcare plans as needed for students with physical and health disabilities.
• Exhibit best practices based on current research to facilitate students’ use of higher-level thinking skills in instruction.
• Plan, using State and local school district curricula and standards, effective strategies, resources and data to address the differentiated needs of all students.
• Analyze and use student learning data to inform planning.
• Develop and implement carefully designed data-driven strategies to ensure full implementation of Individualized Education Programs (IEPs) for caseload students, including but not limited to, implementation of accommodations, Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs) and other related services based on student need.
• Develop, monitor and review the Individual Education Program (IEP) or 504 Plan of each caseload student, annually or more often as needed.
• Promote student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to promote key skills.
• Use assistive and instructional technology and a variety of research-based instructional strategies and resources, as directed by IEP, to enhance student learning; and provide technical assistance as needed to other professionals serving the student and/or family.
• Challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
• Use a variety of diagnostic, formative and summative assessment strategies and instruments that are valid and appropriate for the content and student population to inform instructional modifications for each student.
• Systematically gather, analyze and use relevant data to measure student progress; to inform instructional content and delivery methods; and to provide timely and constructive feedback to both students and parents/guardians.
• Provide a well-managed, safe, supportive and orderly environment that is conducive to learning; encourages respect for all; and promotes an understanding of students’ diversity.
• Follow established expectations for classroom…