SPED Teacher/Coordinator-SST Willow Creek

School of Science and Technology; Spring (TX); On-site; USD 60,000 - 80,000; Full time

Job summary

School of Science and Technology coordinates Special Education, Section 504 and Dyslexia programs to comply with federal, state and district requirements. The role ensures provision of effective instructional and related services per IEPs and 504 plans, developed from individual student needs.

The coordinator works with staff to implement compliant, individualized supports and to monitor progress, collaborating with families and district teams to support student success.

Qualifications

• Bachelor’s degree from an accredited college or university.
• Minimum 2 years of special education teaching experience (Preferred)
• Valid Texas Educator Certification with required special education endorsement (Preferred)

Responsibilities

• Trains teachers of SPED and general education staff and ensures confidentiality per state and federal laws.
• Participates in professional development activities and staff meetings.
• Assists in scheduling classes for SPED instruction.
• Plans and implements staff development and in-service programs for special education.
• Monitors SPED/504 students’ progress and uses results to coordinate instruction and scheduling.
• Maintains all required reports and documentation.
• Ensures SPED classrooms are safe, organized, and accessible.
• Communicates with parents, students, principals, and teachers about student progress.
• Collaborates with district personnel and other professionals on SPED/504 services.
• Supports SPED/504 instruction through collaboration with general education teachers.
• Advocates for SPED/504 students to ensure equitable educational opportunities.

Skills

Leadership

Prioritization

Interpersonal skills

Flexibility

Organization

Communication

Feedback culture

Education

Bachelor’s degree

Texas special education certification (preferred)

Job description

Job Roles

Coordinate Special Education, Section 504 and Dyslexia Programs in compliance with federal, state and district requirements and

Job Roles

Coordinate Special Education, Section 504 and Dyslexia Programs in compliance with federal, state and district requirements and ensure the provision of effective instructional and related services per IEPs and 504 plans developed based on individual student needs.

Qualifications

• Bachelor’s degree from an accredited college or university.
• Minimum 2 years of special education teaching experience (Preferred)
• Valid Texas Educator Certification with required special education endorsement (Preferred)

Knowledge And Skills

• Belief in and commitment to the mission and core values of SST Schools.
• Demonstrated leadership with the ability to lead people and get results through work with others.
• Ability to prioritize and manage multiple tasks with a willingness to be flexible when needed.
• Ability to work in a fast-paced environment, demonstrating strong prioritization, organization and follow-up skills.
• Excellent interpersonal skills.
• Positive attitude, enthusiasm and energy.
• Openness to giving and receiving frequent feedback.

Key Responsibilities

• Trains teachers of a special population, general education teachers, and other staff and ensure they understand and comply with the confidentiality of students in accordance with both state and federal laws.
• Participates in professional development activities and staff meetings as required or assigned
• Assists school administration in scheduling classes for SPED instruction.
• Assists in the planning and implementation of staff development and in-service programs pertaining to special education.
• Monitors SPED/504 students’ academic progress that is reflected in the formative and summative evaluations to ensure students meet desired educational goals and uses assessment results to coordinate SPED instruction and schedule.
• Compiles, maintains, submits, and files all physical and computerized reports, records, and other documents required by the district, state, and federal laws.
• Ensures SPED classroom(s) and/or instructional environment is safe, organized, and conducive to learning, with accessibility to all students.
• Establishes and maintains communication, both written and oral, with parents, students, principals, and teachers to keep them informed of student progress.
• Collaborates with district personnel, Region service centers, and other professionals to carry out school wide instructional or related activities for SPED/504 students and their parents to better educate them on SPED/504 services and programs.
• Collaborates with general education teachers to ensure SPED/504 students' instructional needs are being met.
• Advocates for SPED/504 students to ensure they have an equitable educational opportunity.
• Continually communicates with students on instructional expectations and keeps them informed of their progress in meeting those expectations.
• Supports general education/special education teachers and administrators in the implementation of appropriate strategies to meet the needs of students with disabilities.
• Supports implementation of accommodations and modifications for students with IEPs in the general education classroom and during Special Education service time.
• Ensures implementation of the instructional program which utilizes knowledge of learning styles and modalities and correlates.
• Ensures timely dissemination of modifications, accommodations, and IEPs to the related teachers and personnel and keeps related documentation.
• Plans, develops, implements, and administers programs and services to meet identified needs, including development and implementation of new programs and services.
• Plans, prepares, and facilitates ARD/504 meetings, and serves as a member of the Admission, Review, and Dismissal/504 Committee.
• Participates in placement decisions based on educational, sociological, and physiological data presented to the committee.
• Assists regular school personnel in providing an appropriate educational environment for mainstreamed students.
• Establishes new objectives based on the findings of the evaluation team to be presented as recommendations to the ARD Committee.
• Assess the relation between student performance and handicapping conditions.
• Perform related work as required

Work Environment And Physical Requirements

• Light Work: may require occasional light lifting.
• Position is in an office setting and may involve prolonged work at a desk in one location.