Teacher: Special Education (Early Childhood Intervention)

This posting creates a pool of candidates for future positions that may become available. 

JOB SUMMARY
Provides direct and indirect instruction to students with disabilities in-class or through virtual program and consults with other school personnel in the planning, delivery, and evaluation of special education services provided in the Least Restrictive Environment (LRE). The area of concentration will be for those students receiving services in traditional schools and Virtual Academy. Bilingual and biliterate in targeted language may be required depending on assignment. Virtual experience may be required based on assignment.

ESSENTIAL DUTIES/RESPONSIBILITIES

• Develops lesson plans/instructional materials and provides individualized and group instruction in order to meet the needs of each pupil as stated on the Individualized Education Plan (IEP) in-class or virtual programs.
• Assesses the progress of students on a regular basis utilizing tests, curriculum measurements and observation skills and/or modified-adapted assessment devices. Provides progress reports as required.
• Facilitates the implementation of special education services in the LRE. Conducts educational assessments and consults regarding materials of instruction (MOI), equipment and instructional strategies appropriate for students with disabilities and takes all necessary safety precautions to protect students and materials of instruction.
• Serves as a member of the school IEP Team, assists in the planning and development of student IEP and works collaboratively in the development and implementation of IEPs and access to the general education curriculum/Maryland Common Core Framework with general education colleagues through TEAM Teaching efforts.
• Assists in organizing and implementing a continuum of appropriate service delivery options for students with disabilities in-class or virtual programs. Plans collaboratively and provides consultation and support to general education teachers regarding implementation of IEPs, reasonable modification, etc.
• Consults and confers regularly with colleagues regarding the educational, social, physical or emotional goals and objectives of students. Provides input regarding the planning of instructional goals, objectives and methods of instruction for students with disabilities.
• Acts as lead to teacher assistants/ParaEducators supporting the instruction of students with disabilities in-class or virtual programs.
• Communicates with parents through in-person or virtual conferences, IEP Team meetings, and other means to discuss pupil’s progress and the Individualized Education Program.
• Maintains accurate, complete and correct records, case files, etc. as required by program regulations, Board policies and federal, state and local laws.
• Attends and actively participates in staff/faculty meetings and system staff development priorities. Improves own professional growth through an on-going program of reading, workshops, seminars, in-service activities conferences and/or advanced coursework at universities, colleges, institutions of higher education.
• Observes and assess student behavior to establish and maintain discipline in the classroom conducive to effective learning and communicates with students when academic and behavioral problems arise, and exchanges information regarding appropriate behavior in the learning environment.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• Bachelor's Degree in applicable field of education from a regionally accredited college or university required.

Experience

• One (1) year one (1) year of experience with virtual learning technology, remote instruction platforms, Learning Management Systems, and video conferencing tools if assigned to Virtual Academy required.

Knowledge, Skills, Abilities and Other Characteristics

• Knowledge of current trends, research in field of specialization and methodology in the field of special education.
• Demonstrated knowledge of special education regulations (Federal and State) and current trends/research in the field for accelerated achievement of students with disabilities.
• Ability to use technology, (laptops, desktops, specialized assessment and data analysis software).
• Ability to effectively communicate with diverse communities and develop outreach strategies to encourage parental involvement in student learning.
• Demonstrated ability to work effectively engage diverse parents/ guardians with varied communication styles, levels of skill and experience to support their child’s education experience.
• Ability to employ a variety of teaching styles to respond to the needs of diverse learners.
• Familiarity or experience with electronic leave reporting/substitute requesting systems, electronic grade reporting/gradebook, electronic teacher/parent communication tools, and ability to use instructional technology hardware and software.
• Ability to travel to/from Maryland Sites as necessary at the expense of the employee is required for in-person appearances at various intervals throughout the duration of the school year.
• Demonstrated ability to work effectively with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite – Word, Excel, Outlook, and/or PowerPoint preferred).

Language Requirements

• Bilingual/Biliterate If assigned to bilingual program, candidates are required to be bilingual and biliterate in targeted language. Otherwise, bilingual and biliterate in target language preferred.

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• Hold or be eligible for Educator Certification: Professional Certificate appropriate to the assigned teaching content area issued by Maryland State Department of Education (MSDE) required; or
• Hold or be eligible for Educator License: Initial Professional License (IPL) issued by Maryland State Department of Education (MSDE) required.

Driving Requirements

• N/A

LEADERSHIP ROLE

• N/A

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

• Standing: between 1/3 and 2/3 percent of the time
• Walking: between 1/3 and 2/3 percent of the time
• Sitting: between 1/3 and 2/3 percent of the time
• Keyboarding: between 1/3 and 2/3 percent of the time
• Talking: between 1/3 and 2/3 percent of the time
• Hearing: between 1/3 and 2/3 percent of the time
• As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

• Office, school or similar indoor environment: over 2/3 percent of the time

Noise Level

• Moderate: between 1/3 and 2/3 percent of the time

Weight & Force
Lifting and carrying requirements

• None:

Travel Requirements

• N/A

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION