SPED LDRS Teacher

Young World Physical Education; Florence (SC); On-site; USD 50,000 - 70,000; Full time

Job summary

Young World Physical Education is looking for a SPED LDRS Teacher at Wallace Gregg Elementary School in Florence, South Carolina. This full-time position requires a valid South Carolina teaching certificate and focuses on providing specialized instruction to students with disabilities.

The ideal candidate will develop Individualized Educational Programs (IEPs), assess student progress, and collaborate with educational professionals. Regular attendance and effective communication with families and staff are essential for success in this role.

Qualifications

• Must have knowledge of special education practices and procedures.
• Experience in developing and implementing IEPs required.
• Ability to effectively communicate with parents, staff, and students.

Responsibilities

• Provide specialized instruction to students with disabilities.
• Assess student progress against instructional objectives.
• Develop and implement students' IEP plans.

Skills

Knowledge of special education principles

Ability to develop IEPs

Classroom management skills

Effective communication skills

Adaptability under stress

Experience with children with disabilities

Education

Valid South Carolina teaching certificate

Tools

Technology for individualized instruction

Job description

SPED LDRS Teacher

Location: Wallace Gregg Elementary School, Florence, South Carolina

Job ID: 5806299

Salary Scale: TCH

Reports To: Principal

Job Type: Full‑time/Exempt

Start Date: Jul 22, 2026

Job Description

Under the direction of the Building Principal and Director of Special Education, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; evaluates and assesses student progress against instructional objectives; follows State mandated due process procedures and functions as IEP Manager to assigned students.

Specific Duties and Responsibilities

• Provides research‑based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
• Schedules team meetings and works cooperatively with child study team members and others in developing instructional goals and strategies.
• Coordinates the delivery of special education services in each student's IEP.
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources including i‑pADS.
• Serves as primary contact for the parent.
• Conducts special education evaluations and reevaluations.
• Provides direction, supervision and evaluation of educational assistants as directed.
• Complies with School Board policies and all state/federal rules and regulations.
• Completes all district and state reporting requirements.
• Establishes and maintains student control and discipline in the classroom, school premises or during school activities.
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures.
• Collaborates and consults with educational professionals and community service providers (e.g., social services, public health, medical providers) regarding the needs of students.
• Provides consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities.
• Performs other comparable duties of a like or similar nature apparent or as assigned.
• Thorough knowledge of the principles, practices and procedures of special education and specialty area.
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities.
• Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior.
• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively.
• Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public.
• Perform all other related work delegated or required to accomplish the objectives of the total school program.
• Knowledge of relevant technology including the use of technology such as i‑pADS to individualize instruction.
• Meet professional teacher education requirements of school district and state.
• Knowledge and skills in working with children with ADD and behavior and emotional disabilities.
• Must have the ability and proven ability to report to work on a regular and punctual basis.

Essential Functions

Physical Requirements: Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds. Position may require physical interaction with students who have difficulty controlling physical behavior.

Data Conception: Ability to compare and judge observable characteristics of data, people or things.

Interpersonal Communication: Ability to speak and/or signal to communicate, give assignments, receive direction, and interact with workshop participants.

Language Ability: Ability to read policies and procedures, prepare training materials, handbooks, schedules, reports, correspondence with proper format, punctuation and grammar; ability to speak with poise and confidence.

Intelligence: Ability to apply logical thinking, define problems, collect data, establish facts, draw conclusions, and make independent judgments.

Verbal Aptitude: Ability to record and deliver information, explain procedures, follow and give instructions, and teach employees.

Numerical Aptitude: Ability to add, subtract, multiply, divide, use formulas, determine percentages, decimals, time and apply statistics.

Form/Spatial Aptitude: Ability to inspect items for proper length, width and shape, and read information visually.

Motor Coordination: Ability to coordinate hands and eyes using office machinery and operate motor vehicles.

Manual Dexterity: Ability to handle keyboards, office equipment, buttons and switches with minimal coordination.

Interpersonal Temperament: Ability to adapt under stress, handle emergency situations or tight deadlines.

Physical Communication: Ability to talk and/or hear.

Training and Education

Requires a valid South Carolina teaching certificate or eligibility for South Carolina teaching certificate in teaching from an accredited institution in the appropriate special education area.

Performance Evaluation Criteria

Job Knowledge: Knowledge of methods, policies and procedures, laws, regulations, organizational structure, subject area, and the ability to create lesson plans, supervise, guide and support students, motivate participation, recognize disabilities, provide parental support, use modern office practices, maintain accurate records, and perform tasks without supervision.

Quality of Work: Maintains high standards of accuracy, provides remedial action for deficiencies, maintains high quality communication.

Quantity of Work: Performs specific duties and related assignments efficiently to meet standards and expectations.

Dependability: Assumes responsibility for completing assigned work, meets deadlines, and remains accountable.

Attendance: Attends regularly and adheres to absence and tardiness policies.

Initiative and Enthusiasm: Maintains an enthusiastic, self‑reliant approach and initiates proper direction with minimal supervision.

Judgment: Exercises analytical judgment, identifies problems, implements decisions, seeks advice, and monitors student behavior for safety.

Cooperation: Accepts instruction, offers suggestions, and encourages cooperation among staff and departments.

Relationships with Others: Shares knowledge, maintains morale, develops courteous relationships with internal and external entities.

Coordination of Work: Plans and organizes routine, establishes priorities, estimates time, attends meetings, and follows schedules.

Safety and Housekeeping: Adheres to safety and housekeeping standards, maintains a clean workplace.

Florence 1 Schools does not discriminate in the selection, employment, or promotion of employees on the basis of race, color, sex, national origin, age, religion, disability, or any other characteristic protected by applicable federal or S.C. law.

Terms of Employment

190‑day work agreement. Salary and work year to be established by the district.