Long Term Substitute (SPED) - Elementary Academy

Charles R Drew Charter School; Atlanta (GA); On-site; USD 34,000 - 44,000; Part time

Job summary

Charles R Drew Charter School is seeking a Special Education Teacher to provide targeted instruction for students with disabilities and collaborate with general education teachers to adapt lessons for diverse learners. The role includes case management, progress monitoring, and communication with families.

The position emphasizes SDI use, inclusive learning environments, and compliance with IEPs and legal requirements, with a 195-day schedule and daily stipend.

Qualifications

• Bachelor’s degree with at least a 2.5 GPA.
• Teaching license required.
• First Aid Training and CPR Certification.
• Level 4 Certification in Special Education or GACE assessments/reciprocity eligibility.

Responsibilities

• Provide specialized instruction to students with disabilities to ensure access to the general education curriculum.
• Develop and conduct activities for a balanced program of instruction, demonstration, and work time.
• Collaborate with general education teachers to implement differentiated instructional strategies.
• Assist in modifying and adapting classroom materials and assignments.
• Utilize SDI to meet individual student needs and enhance progress.
• Foster an inclusive learning environment and student engagement.
• Establish rules and safe learning environment.
• Serve as case manager and ensure IEP services.
• Develop, implement, and update IEPs with families and staff.
• Ensure compliance with special education regulations and maintain records.
• Provide crisis intervention as needed.
• Prepare data for reports.

Skills

Learning Strategies

Monitoring

Speaking

Writing

Time Management

Instructing

Judgement and Decision Making

Reading Comprehension

Critical Thinking

Active Listening

Education

Bachelor’s degree with 2.5 GPA

First Aid Training

CPR Certification

Level 4 Certification in Special Education

GACE assessments or reciprocity eligibility

Job description

Position Description

The Special Education Teacher is responsible for providing specialized instruction and support to students with disabilities, ensuring they have access to the general education curriculum. This role involves co-teaching with general education teachers, differentiating instruction, and implementing individualized education plans (IEPs) to meet the diverse needs of students. In addition to instructional responsibilities, the teacher serves as a case manager, monitoring student progress, collaborating with families, and ensuring compliance with legal requirements. By creating an inclusive learning environment and working closely with support teams, the Special Education Teacher helps students achieve their academic goals and thrive. Effective communication, lesson planning, and progress monitoring are key aspects of this position.

DEPARTMENT

Special Education

REPORTS TO

Principal

WORK SCHEDULE

195

COMPENSATION

$210/day

FULL/PART TIME

Long Term Substitute

FLSA STATUS

Exempt

Instruction & and Classroom Support

• Provide specialized instruction to students with disabilities to ensure access to the general education curriculum.
• Develop and conduct activities for a balanced program of instruction, demonstration, and work time that provides students opportunities to observe, question, and investigate.
• Collaborate with general education teachers to implement differentiated instructional strategies that support diverse learning needs, as needed.
• Assist in modifying and adapting classroom materials and assignments to align with student learning goals.
• Utilize specially designed instruction (SDI) to meet individual student needs and enhance academic progress.
• Foster an inclusive learning environment that encourages student engagement and participation.
• Establish and enforce rules for behavior, and procedures for maintaining an environment that is safe and conducive to learning for all students.

60%

Case Management and Compliance

• Serve as the case manager for assigned students, ensuring all required services and accommodations are provided in compliance with IEPs.
• Develop, implement, and regularly update Individualized Education Programs (IEPs) in collaboration with families, general education teachers, and support staff.
• Ensure compliance with federal, state, and local special education regulations and guidelines.
• Maintain accurate records of progress monitoring, and required legal documentation.
• Provide crisis intervention as needed for students and those in inclusive classrooms.
• Assist in the preparation of data for local, state, and federal reports.

10%

Assessment and Monitoring

• Conduct ongoing assessments to identify student needs, measure progress, and adjust instructional methods accordingly.
• Collect and analyze data to track student performance and inform instructional planning.
• Prepare progress reports and contribute to report cards by accurately documenting student achievements and areas of growth.

10%

Collaboration and Communication

• Work closely with general education teachers, related service providers, and support staff to develop and implement effective strategies for student success.
• Communicate regularly with parents and guardians to provide updates on student progress and address concerns.
• Participate in IEP meetings, parent-teacher conferences, and multidisciplinary team meetings to discuss student needs and progress.
• Advocate for students by ensuring their needs are met.

10%

Professional Development

• Stay informed about best practices, instructional strategies, and legal requirements in special education.
• Participate in professional development opportunities to enhance teaching skills and stay current with educational trends.

10%

Other

Other duties as assigned.

The intent of this job description is to provide a representative description of the types of duties and responsibilities required this position. Employees may be asked to perform other job-related duties as assigned.

Supervisory Responsibilities

• Supervisory Responsibility: Not responsible for supervising employees
• Supervisory Activities: None
• Budget Signing Authority: No budget signing authority.
• Decision-making Authority: Decisions impact individual work/job tasks

Qualifications

Required

• Education: Bachelor’s degree with at least a 2.5 GPA.
• Licensure: Teaching license

Certificates, Certifications, or Other Training

• First Aid Training, CPR Certification
• Minimum of Level 4 Certification in Special Education and all applicable content OR pass applicable GACE assessments OR have reciprocity eligibility or willingness to obtain upon hire.
• Previous Work-Related Experience Required: None.

Knowledge & Skills

Knowledge

Basic Knowledge

• Safety/Security: Equipment, policies, and procedures for the protection of people, data, property, and the organization.
• Law/government: Relevant local, state, and national laws and government regulations including Board of Education policy

Intermediate Knowledge

• Customer and personal service: Principles and processes for providing customer and personal services.

Advanced Knowledge

• Education/Training: Principles and methods for curriculum and training design, teaching and instruction, and measuring training effects.

Skills

• Constantly (More than 5.6 hours or 69% of the day): Learning Strategies, Monitoring, Speaking, Writing, Time Management, Instructing, Judgement and Decision Making, Reading Comprehension, Critical Thinking, Active Listening
• Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Management of Material Resources, Social Perceptiveness, Coordination,
• Occasionally (Up to 2.5 hours or 32% of the day): Troubleshooting, Service Orientation, Persuasion, Complex Problem Solving, Science, Mathematics
• Rarely (Less than 1 hour or 12% of the day): Operation and Control, Installation, Equipment Selection, Systems Evaluation, Systems Analysis, Negotiation,

Work Environment and Physical Demands

Physical Activities/Sensory Abilities

• Constantly (more than 5.6 hours or 69% of the day): Standing, Walking, Multi-limb Coordination, Finger Dexterity, Hearing
• Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Crouching/Kneeling, Sitting
• Occasionally (Up to 2.5 hours or 32% of the day): Pulling, Pushing, Reaching
• Rarely: (Less than 1 hour or 12% of the day): Climbing, Lifting, Carrying, Balancing, Crawling, Color Vision

Mental & Physical Demands

• Medium demands: The job requires some mental effort and involves moderate levels of stress (e.g., Occasional need to deal with difficult customers or manage emotions when interacting with others, sometimes work under tight deadlines, limited or no exposure to public criticism, occasionally requires extended periods of concentration on complex tasks).

Work Type/Physical Demands

• Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.

Working Environment

• Everyday risk and discomfort level: The environment involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles, e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated.

Charles R. Drew Charter School is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, age, disability, or sex, including pregnancy, sexual orientation, and gender identity and other characteristics protected by law.