Special Education Teacher, Behavior Support

Wake County Public School System; Wendell (MN); On-site; USD 40,000 - 70,000; Full time

Job summary

An established educational institution is seeking a dedicated special education teacher to provide tailored instruction and support for students with disabilities. This role involves developing Individual Education Programs (IEPs), collaborating with a team of professionals, and ensuring a safe and conducive learning environment. The ideal candidate will have a strong understanding of instructional practices, excellent communication skills, and the ability to motivate and support diverse learners. Join a passionate team committed to fostering educational success and making a positive impact in the lives of students.

Qualifications

• Extensive knowledge of instructional practices for special education.
• Ability to monitor and evaluate programs for students with disabilities.
• Knowledge of state and federal policies for special education.

Responsibilities

• Develops and implements IEPs for students with disabilities.
• Monitors student behavior and maintains discipline in the classroom.
• Attends IEP meetings and collaborates with team members.

Skills

Instructional practices

Microsoft Office (Word, Excel, PowerPoint)

Google Apps

Critical thinking

Problem-solving

Confidentiality (FERPA)

Team collaboration

Student motivation

Behavior management

Communication skills

Education

Bachelor’s degree

Job description

Overview

POSITION PURPOSE:

Coordinates and provides direct instructional programs relating to special education students and their Individual Education Programs (IEPs). Monitors and evaluates programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge of instructional practices and delivery related to specially designed instruction;
• Extensive knowledge of general content curriculum standards and age appropriate developmental expectations;
• Considerable knowledge of state and federal policies and procedures overseeing the services of students with disabilities;
• Considerable knowledge of Microsoft Office, specifically Word, Excel, and PowerPoint; Google Apps;
• Critical thinking and problem–solving skills;
• Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
• Ability to work in a team environment and effectively collaborate with others;
• Ability to motivate students;
• Ability to constantly monitor and supervise the safety and well-being of students;
• Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, physical needs, and learning styles;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s degree from a regionally accredited college/university.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be eligible for a North Carolina Professional Educator’s License in an Exceptional Children’s teaching area (not including licenses in Academically or Intellectually Gifted);
• Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.

PREFERRED QUALIFICATIONS:

• First Aid and CPR certifications;
• Crisis Prevention and Intervention (CPI) certification

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Develops IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.

Implements instructional strategies and progress monitoring tools to provide specially designed instruction.

Assists students in completing the curriculum tasks and to complete IEP goals.

Employs a variety of teaching methods, strategies, accommodations and modifications to meet student needs; implements these methods and adapts and/or develops materials.

Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.

Evaluates student’s work and progress of assignments, address or adjust instruction to address any concerns or educational needs of the student and coordinate progress report grades and report card grades.

Attends student’s IEP meetings and serves as a collaborative team member.

Stays abreast of trends, research, and best practices for instruction by attending professional development events, utilizing social media, and communicating with other professionals within and outside the district.

Performs other related duties, as assigned.

WORKING CONDITIONS:

PHYSICAL ENVIRONMENT

Must be able to use a variety of office equipment such as computers, scanners, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull, or exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical requirements are consistent with those for medium work. School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.

WORK ENVIRONMENT

Must be able to work in a classroom and office environment, and come into direct contact with school system staff, students, parents, and the community.

EFFECTIVE DATE:5/2023

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.