Retired Special Education Teacher

Retired Special Education Teacher

REPORTS TO :  Special Education Coordinator/Principal

DEPARTMENT:  Special Education 

POSITION OVERVIEW 

Special School District (SSD) seeks recently retired teachers who wish to return to the classroom to rejoin our team! Our teachers are committed to providing an educational program that supports and empowers students of all learning abilities to excel to their greatest potential. As a retired teacher, your expertise will not only support our students, but also your fellow educators. Through your encouragement and consistent nurturing of knowledge, you will be the key to each students’ success. Please note, you must have retired by June 30, 2024, to be eligible to participate in this program.

You should consider applying for this position if your values align with SSD's core values of equity, commitment, and collaboration and you believe every student deserves the resources and support required to help them learn. SSD staff are expected to understand and have a deep commitment to diversity, equity, inclusion, and accessibility, and for that commitment to be evident in their work.

CLASSIFICATION 

Exempt 

DUTIES AND RESPONSIBILITIES 

• Meets and instructs assigned students in the locations and at the times designated
• Implements SSD and Partner District's educational philosophy through use of evidence based instructional practices for planning, implementing and evaluating learning and goal attainment. 
• Grows through professional learning in specialized instruction, special education process, and equity
• Seeks opportunities to expand and develop as an educator, strives to maintain professional competence
• Creates an environment that is appropriate to the individualized needs of the student and optimizes learning 
• Establishes and communicates clear objectives for lessons, units, and projects to students, families, and staff
• Shows evidence of lesson planning and other written evidence of program preparation 
• Encourages students to set and maintain appropriate standards of behavior 
• Administers, interprets, and records standardized tests and progress monitoring
• Employs a variety of high leverage practices and instructional strategies for special education
• Attends staff meetings and serves on staff committees as requested
• Schedules services to meet students’ specific instructional needs 
• Orders and maintains materials necessary for instruction, and trains support staff in their use 
• Regularly evaluates the progress of students through formative and summative assessments, data analysis, observations, and other data collection methods
• May assist assigned students in such physical tasks as putting on and taking off outerwear, moving from room to room, using the lavatory, lunch, snack, clean up, wash up, and toilet routines, etc. 
• Utilizes learning aids, including multi-media and technology resources 
• Prepares for and facilitates IEP meetings

Collaboration 

• Within reason, when required or requested, makes self available to students and families outside the instructional day for education-related purposes 
• In cooperation with the SSD principal and/or SPED coordinator, plans, and manages the day-to-day work of assigned teacher assistants and/or aides 
• Meets with the educational team to discuss individual programs to be designed for children who will receive instruction and develops the special education program 
• Work with families of students receiving instruction to offer information, support, and ensure understanding of the services their student receives.
• Collaborates with the educational team, including but not limited to families, administrators, teachers, counselors, support personnel and/or SSD staff 
• Provides continuous support and information to educational team members to better support students 

Compliance 

• Completes individual educational plans (IEP) in a timely manner  
• Regularly assesses students’ progress and provides reports as required 
• Maintains complete records as required by law, district policy, and administrative regulation 
• Acts as a member of a team to screen, evaluate disabilities, attend conferences, and submit written reports of assessment results 
• Assists the administration in implementing District rules and policies on student conduct, develops classroom universal on behavior and procedures, and maintains classroom management 
• Takes reasonable and necessary precautions to protect students, equipment, materials, and facilities
• Maintains ethical behavior and confidentiality of student information
• Performs other duties and responsibilities as assigned 

QUALIFICATIONS 

Education and Experience 

• Bachelor’s degree with specialization in special education required
• Classroom experience preferred

Certificates, Licenses, Registrations 

• Missouri Special Education Certification in appropriate area (Mild/Moderate Cross-Categorical BD, LD, MR, SH, VI, HI, PI, Deaf/Blind, ECSE) required

ESSENTIAL FUNCTIONS 

Language Skills 

Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and policy and procedure manuals. Ability to write routine reports and correspondence. Ability to communicate effectively one-on-one and before groups. 

Mathematical Skills 

Ability to collect and graph skill programming and behavior data, add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, decimals, and percentages. 

Reasoning Ability 

Ability to problem-solve and apply common sense understanding to carry out instructions furnished in written and/or oral diagram form. 

Physical Requirements

While performing the duties and responsibilities of this job, the employee is regularly required to: talk and hear, stand, move and walk at a brisk pace, sit, and use hands and arms to handle, feel and reach. The position requires the ability to accompany students anywhere on school premises. The employee is occasionally required to stoop or kneel and occasionally lift and move up to 50 pounds. Additionally, the employee must be physically able to implement all Board of Education policies, District procedures, and to perform nonviolent crisis intervention training and techniques. The employee must be physically able to react and intervene quickly during crisis situations, such as but not limited to the following circumstances: student elopement, physical altercations involving students, or any situation that requires physical intervention to maintain student safety. Yearly NCI training with participation in physical intervention strategies is a requirement for the job.

Disclaimer 

The information contained in this job description is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. 

SALARY AND BENEFITS 

Salary 2024-25 school year 

 An annual Salary  up to channel 5, step 15, depending on educational attainment

• Continue to draw your current retirement income

• Keep an additional 14.5% of your salary because you will NOT be required to pay into retirement (you will pay 6.2% into social security) 

Benefits

• Group benefits plans for medical, vision, dental, and life insurance
• Staff Health Clinics
• Paid holidays
• 13 PTO days per year (retirees are not eligible for PTO payout upon exiting the program)
• Employee assistance program
• Healthcare spending account

EVALUATION 

The employee will be evaluated periodically. 

EEOC STATEMENT 

Special School District is an Equal Opportunity Employer. All qualified applicants will receive consideration for the position applied for without regard to race, color, religion, sex, age, national origin, disability, marital status, sexual orientation, military/veteran status, gender identity, gender expression, ancestry, genetic information, or any other characteristics protected by law. To request an ADA Accommodation, please contact our Director of ADA and Accessibility for Staff at 314-989-8299. For TTY, contact RelayMO711 or 1-800-735-2966.

Board Approved Date: September 2002 

Revised: October 2003, August 2009, July, 2010, February 2011, August 2013, April 2014, April 2022