Long Term Substitute (SPED) - Elementary Academy

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

Job summary

Drew Charter School in Atlanta, GA, is seeking a Long Term Substitute SPED teacher for the Elementary Academy. The role focuses on co-teaching, IEP implementation, and case management to ensure students access to the general curriculum.

The position emphasizes collaboration with general education staff, differentiation, progress monitoring, and strong communication with families. Compensation is $210 per day for this exempt, full-time substitute role.

Qualifications

• Bachelor's degree with at least a 2.5 GPA.
• Teaching license.
• First Aid Training and CPR Certification.
• Minimum Level 4 Certification in Special Education and/or reciprocity eligibility.
• Previous Work-Related Experience Required: None.

Responsibilities

• Provide specialized instruction to students with disabilities to ensure access to the general education curriculum.
• Serve as the case manager for assigned students, ensuring all required services and accommodations are provided in compliance with IEPs.
• Collaborate with general education teachers to implement differentiated instructional strategies that support diverse learning needs.
• Assist in monitoring progress and maintaining required legal documentation and data.
• Communicate with families and participate in IEP meetings and multidisciplinary team meetings.

Skills

Co-teaching

Differentiated instruction

IEPs

Case management

Progress monitoring

Communication

Lesson planning

Education

Bachelor’s degree GPA 2.5

Teaching license

First Aid Training

CPR Certification

Level 4 SPED certification / reciprocity

Job description

Position:Long Term Substitute (SPED) - Elementary Academy

Location: Atlanta, GA

Job Id:771

# of Openings:1

Long Term Substitute (SPED) - Elementary Academy

DEPARTMENT:

Special Education

REPORTS TO:

WORK SCHEDULE:

195

COMPENSATION:

$210/day

FULL/PART TIME:

Long Term Substitute

FLSA STATUS:

Exempt

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.

Task Title

Essential Job Functions

Percent of Time Spent

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
• 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

Body Positioning, Physical Activities, and 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.
• 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.

EEO Statement

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.