Special Education Interrelated Teacher (49%)

Barrow Elementary School

Athens (GA)

On-site

USD 24,000 - 53,000

Part time

9 days ago

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Job summary

Barrow Elementary School is seeking a Special Education Interrelated Teacher (49%) to support students in academics, social skills, and daily living activities. The role includes collaborating with staff, developing lesson plans, and providing individualized instruction to meet IEP goals.

The position starts immediately in a part-time capacity, requiring a Georgia SPED certification and a bachelor’s degree. The school emphasizes safety, collaboration, and ongoing assessment of student progress.

Qualifications

Bachelor’s degree required with Georgia certification in Special Education.
Experience with IEP development and progress monitoring is preferred.
Ability to administer developmental and subject-specific assessments.

Responsibilities

Develops lesson plans and delivers instruction aligned to IEP goals.
Collaborates with teachers and staff to address instructional issues.
Counsels students and communicates progress to parents/guardians.
Maintains documentation of student progress and required records.

Skills

Classroom management

IEP goals

Parent communication

First aid

Collaboration

Education

Bachelor’s degree

Job description

Special Education Interrelated Teacher (49%)

Starting Date: Immediately

Job Description

Overall Purpose

The job of Teacher - Special Education is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' success in academics, interpersonal skills, and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curricular guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Direct Supervisor

Building Principal

Essential Functions

Ensures classroom work addresses individualized learning plans within established lesson plans.
Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
Administers, under supervision, first aid, and assistance to medically fragile children (tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
Advises parents and/or legal guardians of student progress for the purpose of communicating expectations, student's achievements and identifying IEP Goals, developing methods for improvement, and/or reinforcing classroom goals in the home environment.
Assesses student progress towards objectives, expectations, and/or goals, especially IEP goals (behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
Collaborates with instructional staff, other school personnel, parents, and a variety of stakeholders in the community. for the purpose of improving the overall quality of student outcomes and achieving established classroom objectives in support of the school improvement plan.
Counsels students for the purpose of improving performance, general wellbeing, problem solving techniques, and a variety of personal issues.
Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student IEP goals.
Guides assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
Instructs students for the purpose of improving their success in academic, interpersonal, and daily living skills through a defined course of study.
Manages student behavior (complete FBA, implement BIP, progress monitor, etc.) for the purpose of providing a safe and optimal learning environment.
Monitors students in a variety of educational environments (classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment.
Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
Prepares a variety of written materials (grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress through IEP goals and meeting mandated requirements.
Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining students' personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
Responds to inquiries from a variety of sources (other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information, and/or direction.
Collaborates with classroom teachers for the purpose of implementing individualized education plans. Marginal Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques.
Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; methods of instruction and training; office equipment and technology; school safety and security practices; school safety and security practices.
Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.

Requirements

Bachelor’s degree

Georgia certification in Special Education

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 20% sitting, 40% walking, and 40% standing.

Continuing Education/Training

Maintains all licenses and certifications

Clearances

Criminal Justice Fingerprint

Background Clearance

Fair Labor Standards Act

Exempt

Job Details

Job ID: 5946748

Application Deadline: Oct 30, 2026 11:59 PM (Eastern Standard Time)

Posted: Yesterday

Starting Date: Immediately

Job Description

Overall Purpose

Direct Supervisor

Building Principal

Essential Functions

Ensures classroom work addresses individualized learning plans within established lesson plans.
Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
Administers, under supervision, first aid, and assistance to medically fragile children (tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
Advises parents and/or legal guardians of student progress for the purpose of communicating expectations, student's achievements and identifying IEP Goals, developing methods for improvement, and/or reinforcing classroom goals in the home environment.
Assesses student progress towards objectives, expectations, and/or goals, especially IEP goals (behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
Collaborates with instructional staff, other school personnel, parents, and a variety of stakeholders in the community. for the purpose of improving the overall quality of student outcomes and achieving established classroom objectives in support of the school improvement plan.
Counsels students for the purpose of improving performance, general wellbeing, problem solving techniques, and a variety of personal issues.
Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student IEP goals.
Guides assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
Instructs students for the purpose of improving their success in academic, interpersonal, and daily living skills through a defined course of study.
Manages student behavior (complete FBA, implement BIP, progress monitor, etc.) for the purpose of providing a safe and optimal learning environment.
Monitors students in a variety of educational environments (classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment.
Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
Prepares a variety of written materials (grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress through IEP goals and meeting mandated requirements.
Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining students' personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
Responds to inquiries from a variety of sources (other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information, and/or direction.
Collaborates with classroom teachers for the purpose of implementing individualized education plans. Marginal Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques.
Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; methods of instruction and training; office equipment and technology; school safety and security practices; school safety and security practices.
Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.

Requirements

Bachelor’s degree

Georgia certification in Special Education

Physical Requirements

Generally the job requires 20% sitting, 40% walking, and 40% standing.

Continuing Education/Training

Maintains all licenses and certifications

Clearances

Criminal Justice Fingerprint

Background Clearance

Fair Labor Standards Act

Exempt