Exceptional Child Instructor (MSD) @ Toliver

Toliver Intermediate School; Danville (KY); On-site; USD 48,000 - 65,000; Full time

Job summary

Toliver Intermediate School in Danville, Kentucky seeks an Exceptional Child Instructor (MSD) to support students with disabilities. This full-time position runs 187 days per year and reports to the Special Education Director/Principal. Immediate start is preferred, with Kentucky teaching certification required.

The role emphasizes developing aligned lesson plans, adapting instruction for diverse learners, and collaboration with families and staff to ensure student growth and success.

Qualifications

• Possess Valid Kentucky Teaching Certification.

Responsibilities

• Develop lesson plans/units aligned to standards.
• Create learning activities that address diverse student needs.
• Assess student progress using varied methods and timely feedback.
• Collaborate with Special Education staff, general education teachers, parents, and administrators.

Education

Kentucky Teaching Certification

Job description

Exceptional Child Instructor (MSD) @ Toliver

Danville Independent School District Toliver Intermediate School - Danville, Kentucky Open in Google Maps

Job Details

Job ID: 5969282

Application Deadline: Posted until filled

Posted: Oct 23, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

TITLE: Exceptional Child Instructor (MSD)

QUALIFICATIONS: Possess Valid Kentucky Teaching Certification

REPORT TO/EVALUATED BY: Special Education Director/Principal

LENGTH OF EMPLOYMENT: 187 days per year

BASIC FUNCTION:

To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.

REPRESENTATIVE DUTIES

• 
  Develop lesson plans/units of study based upon appropriate academic expectations/student goals/school objectives/student needs and goals.
  

  Identifies targeted academic expectations in lesson/unit

  
  

  Matches activities/learning experiences to academic expectations

  
  

  Selects appropriate materials/media/technologies for lesson presentation

  
  

  Includes student activities that address various student learning styles/intelligence skills

  
  

  Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research/solve problems.

  
  

  Plans activities to make effective use of class/instructional time available

  
  

  Incorporates performance-based assessments

  
  

  Identifies school and community resources

  
  

  Designs instructional units and student activities that integrate knowledge and skills from more than one discipline

  
  

  Involves student, when appropriate, in designing student activities

  
  

  Designs instructional activities and themes of interest to students

  
  

  Designs or uses projects, manipulative, and simulations to provide \"real life\" experiences

  
  

  Collaborates with others (students, teachers, parents) to develop, design, deliver and align curriculum to meet the identified needs of students, school, district and community

  
  

  Formulates academically-relevant and essential questions

  
  

  Provides for learning experiences that parallel that which students are ready to learn and do

  
  


• 
  Develop a positive learning climate and arrange physical environment to enhance learning and delivery of instruction
  

  Arranges environment to accommodate individual, small group, and large-group activities

  
  

  Alters physical arrangement to match planned activities/students’ needs

  
  

  Maintains a safe/functional environment that minimizes barriers to learning

  
  

  Maintains positive student-teacher interactions

  
  

  Displays sensitivity when dealing with students and others

  
  

  Interacts positively with students, colleagues, parents, and community members

  
  


• 
  Implements instructional units/lesson plans
  

  Provides time and activities for all students to apply knowledge/practice skills

  
  

  Uses appropriate questioning techniques to assist students in problem-solving,

  
  

  developing critical thinking, and in formulating accurate responses

  
  

  Uses appropriate response techniques when responding to student’s answers in order to maximize learning

  
  

  Demonstrates and enhances subject knowledge by providing examples of accurate, up-to-date information/practices/procedures

  
  

  Provides opportunities for individual and cooperative learning experiences

  
  

  Involves all students in learning opportunities

  
  

  Emphasizes/repeats essential ideas, concepts, procedures throughout instruction

  
  

  Brings closure to unit/activity that reinforces learning

  
  

  Encourages students to apply learning in \"real-life\" setting

  
  

  Reinforces student learning with specific academic praise

  
  

  Communicates/displays specific learner expectations and desired results

  
  

  Connect student activities/lesson objectives to \"real life\" applications

  
  

  Includes appropriate uses of media and technologies

  
  

  Makes smooth, clear transitions between activities

  
  

  Provides connections to students activities that are based upon prior learning,

  
  

  students’ backgrounds and experiences, and future aspirations

  
  


• 
  Demonstrates abilities and techniques to improve instructional/learning by using a variety of assessment procedures
  

  Provides students immediate and specific feedback on a consistent basis

  
  

  Provides feedback that is meaningful and timely

  
  

  Incorporates comprehension checks of understanding by circulating throughout the room, interacting with students; asking questions, observing students, and guiding students’ practices/activities

  
  

  Analyzes assessment results to improve/revise instruction

  
  

  Makes adjustments in assessment and instructional techniques for diversities

  
  

  (social, physical cultural)

  
  

  Provides opportunities for student analysis of unit/lesson activities

  
  

  (reflections, assists in developing scoring guides, etc.)

  
  

  Uses a variety of assessment techniques to evaluate student performances (open response items, performance events, portfolio entries, standardized tests, group participation, etc.)

  
  


• 
  Manages students’ behaviors in order to maximize teaching and learning opportunities
  

  Establish/maintain behavioral expectations (class rules) of students

  
  

  Monitors students’ behaviors according to local school/district policies and procedures

  
  

  Reinforces acceptable student behaviors with genuine, specific praise

  
  

  Holds each student accountable for his/her own behaviors

  
  

  Manages disruptive behavior constructively while maintaining instructional momentum

  
  

  Demonstrates fairness and consistency when managing disruptive behaviors and enforces consequences

  
  

  Use gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behaviors

  
  


• 
  Communicates positively/effectively with students, colleagues, parents and others
  

  Speaks directly and clearly

  
  

  Provides clear instructions

  
  

  Shares student expectations, criteria for assessment, student progress with students and parents in meetings, conferences, written progress reports, etc.

  
  

  Makes effective use of non-verbal cues, expressions, gestures, etc.

  
  


• 
  Seek and complete professional growth opportunities/activities to improve instruction
  

  Evaluates self to identify needs for instructional improvement

  
  

  Develops/reviews a professional growth plan congruent with school/district/KERA

  
  

  Goals and missions

  
  

  Reviews professional growth plan annually and revises plan as needs/goals

  
  

  change

  
  

  Participates in professional development activities (continuing education,

  
  

  workshops, seminars, action-based research, teacher networks, etc.)

  
  

  Shares instructional materials, information, ideas with colleagues

  
  

  Strives to improve instruction on a consistent basis

  
  

  Maintains appropriate confidentiality regarding students’ behaviors and

  
  

  performances

  
  

  Encourages professional growth of peers

  
  

  Uses appropriate language in the presence of students

  
  


• 
  Meets local school district job expectations and requirements in job descriptions
  

  Follows proper channels to address issues and problems

  
  

  Meets assigned time frames as stipulated

  
  

  Serves on various school/district committees

  
  

  Follows school/district policies and procedures including employee time and

  
  

  attendance

  
  

  Performs other (out-of-class) duties consistent with contract/job expectations

  
  

  Implements specially designed instruction according to I.E.P.

  
  

  Correlates IEP objectives with lesson plans

  
  

  Serves as a consultant/resource to regular education teachers

  
  

  Provides appropriate information on special needs students to other school personnel, e.g. strength, weaknesses

  
  

  Consults with teachers regarding pre-referral collaboration techniques for at-risk students in the regular classroom

  
  

  Develops IEP objectives which correspond with present levels of student performance and allow for continuous student progress

  
  

  Complete required due process paperwork efficiently and correctly

  
  

  Assist with evaluations

  
  

  Perform other related duties as assigned by the immediate supervisor

  
  

PHYSICAL DEMANDS: The physical demands 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.

While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 pounds. The employee is directly responsible for safety, well-being, or work output of other people.

Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.

The Danville Board of Education does not discriminate on the basis of age, sex, race, color, marital status, national origin, religion, veteran’s status or disability in hiring practices. Danville Schools are an Equal Opportunity School System.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and 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.

Position Type: Full-Time

Job Categories:

Special Education > Mild/Moderate Disabilities

Special Education > Severe/Profound Disabilities

Job Requirements

Contact Information

• Renee Lanigan , Principal


• Toliver Intermediate School


• Phone: [phone]


• Email: [e-mail]