Teacher Special Education - MD

Montgomery-Public-Schools; Daphne (AL); On-site; USD 48,000 - 64,000; Full time

Job summary

Montgomery-Public-Schools is seeking a Special Education Teacher to provide an engaging educational environment for students with special needs. The role emphasizes implementing individualized education programs, collaborating with a diverse team, and leveraging technology to support learning outcomes.

The position requires Alabama certification in special education, strong communication, and the ability to manage instructional planning, data reporting, and student safety.

Qualifications

• Bachelor’s degree and Alabama teaching certificate required.
• Suitability criteria under Alabama Child Protection Act.
• Excellent oral and written communication skills.
• Strong interpersonal and collaboration abilities.
• Ability to develop and implement SPED curriculum.
• Ability to identify and solve problems as a team member.
• Proficiency with technology to plan, instruct, and report.
• Ability to assist with student toileting and mobility as needed.
• Physical strength and endurance for student support.
• Ability to lift up to 50 pounds.
• Punctual and regular attendance.
• Other board-required qualifications.

Responsibilities

• Demonstrates support for the school system's vision and priorities.
• Participates in development of IEPs as an IEP team member.
• Implements students’ IEPs and attends IEP meetings.
• Uses various instructional strategies to meet individual student needs.
• Monitors student participation and provides modifications as needed.
• Uses technology to plan instruction and facilitate learning.
• Maintains a safe, orderly learning environment.
• Manages behavior and crisis intervention per policy.
• Collaborates with teachers and staff to maximize student achievement.
• Prepares long-range instructional plans aligned with priorities.
• Keeps accurate reports and records and follows procedures.

Skills

Bachelor degree or higher

Special education team collaboration

Oral & written communication

Interpersonal skills

Curriculum planning

Instructional strategies

Technology in instruction

Student safety & crisis intervention

Attendance & punctuality

Education

Bachelor’s degree or higher

Alabama teaching certificate in special education

Tools

Technology for instruction

Job description

Job Title – Special Education Teacher

Supervised by/Reports to: Principal

Supervises: Instructional Aides as assigned

FLSA Status: Exempt

Job Goals:

To provide an educational environment in which special education students succeed academically, socially, and physically in accordance with system philosophy, goals and objectives.

To implement an effective educational program for special education students using the designated course of study, appropriate materials and resources, and best instructional practices.

To serve as a student advocate, role model, and professional resource for parents, the community, and the school system.

Qualifications:

• 1. Bachelor’s degree or higher from an accredited college or university.
• 2. Valid Alabama teaching certificate in special education.
• 3. Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457.
• 4. Demonstrated proficiency in oral and written communication skills.
• 5. Effective interpersonal skills, with an emphasis on communication and collaboration with a wide variety of people and groups.
• 6. Ability to develop and implement curriculum and programming specific to the needs of assigned students.
• 7. Ability to identify and solve problems as a productive team member.
• 8. Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information.
• 9. Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.
• 10. Ability to stand, walk, stoop, assist with student toileting and specific hygiene needs.
• 11. Ability to transfer students, feed students, and provide physical intervention when required.
• 12. Ability to lift up to 50 pounds, with assistance.
• 13. Ability to be punctual and in regular attendance.
• 14. Such alternatives to the above qualifications as the Board may require.

Performance Responsibilities and Essential Functions:

• 1. Demonstrates support for the school system and its vision, goals and priorities.
• 2. Demonstrates knowledge and understanding of child development and especially of characteristics of special education students.
• 3. Demonstrates knowledge of the prescribed curriculum, current educational research and best instructional practices.
• 4. Assesses students’ needs for transition and related services.
• 5. Participates in the development of students’ individualized education plans (IEPs) as a member of the IEP team.
• 6. Implements the students’ IEPs.
• 7. Schedules and participates in IEP meetings.
• 8. Employs a variety of instructional strategies and techniques consistent with the individual needs and capabilities of students.
• 9. Monitors student participation in regular education programs as appropriate, collaborating with regular education teachers and other school system personnel to maximize student progress, and providing assistance and/or specialized materials or lesson modifications as needed.
• 10. Utilizes technology to plan and provide instruction and facilitate student learning.
• 11. Models appropriate and innovative use of technology for students.
• 12. Facilitates and monitors the integration of instructional technology and assistive technology equipment in the classroom.
• 13. Maintains appropriate student supervision so that students have a safe and orderly environment in which to learn.
• 14. Assists in managing student behavior to include crisis intervention, when needed, including restraining disruptive or physically dangerous students within the guidelines of approved crisis intervention and restraint procedures in accordance with Board policies and state law.
• 15. Works effectively and collaboratively with peers, parents, administrators, and other school system staff to maximize student achievement.
• 16. Creates or selects long-range instructional plans based on a review of system and state curriculum priorities, student IEPs and instructional priorities.
• 17. Defines goals and objectives for long-range instructional, departmental, grade level and daily lesson plans.
• 18. Identifies specific intended learning outcomes that are challenging, meaningful and measurable.
• 19. Selects, develops, modifies and/or adapts materials and resources which support learning objectives and address students’ special needs.
• 20. Maintains a clean, attractive and organized learning environment.
• 21. Establishes and uses behavior management techniques which are appropriate and effective.
• 22. Organizes procedures, practices, materials, and routines for the effective use of instructional time and for the completion of administration activities.
• 27. Interprets and uses data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program evaluation.
• 28. Uses ongoing assessment to monitor student progress, to verify that learning is occurring and to adjust curriculum and instruction.
• 29. Communicates, in understandable terms, individual student progress knowledgeably and responsibly to the student, parents and professional colleagues who need access to the information.
• 30. Communicates high learning expectations for all students.
• 31. Recognizes overt indicators of student distress or abuse and takes appropriate intervention, referral, or reporting actions.
• 32. Serves on school/system committees, task forces, planning teams, and advisory groups as required.
• 33. Participates in state-approved evaluation program as required.
• 34. Actively supervises students during assigned duty before, during and/or after school as directed.
• 35. Supervises and/or assists with extracurricular and co-curricular activities as assigned.
• 36. Collects, receipts and submits school funds in accordance with school procedures and Board policy.
• 37. Supports school improvement initiatives by active participation in school activities, events, ceremonies, services and programs.
• 38. Engages in personal professional growth and demonstrates professional ethics, sound judgment, and leadership.
• 39. Participates in administration of state and/or standardized testing as assigned; establishes appropriate testing environment and ensures test security.
• 40. Performs duties in a courteous and professional manner.
• 41. Maintains appropriate confidentiality regarding /student/school/workplace matters.
• 42. Demonstrates initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility.
• 43. Reports potential problems, unusual events, or work irregularities to appropriate administrative or supervisory personnel.
• 44. Responds to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive manner.
• 45. Maintains and submits reports, records, and correspondence in a timely and accurate manner.
• 46. Properly uses and cares for equipment and material resources of the school system and effectively supervises and monitors students in the care, maintenance, and use of tools, equipment, and inventory.
• 47. Adheres to school system rules, administrative procedures, local Board policies, and state, federal, and local regulations.
• 48. Reports absences and takes leave in accordance with Board policies and procedures.
• 49. Performs any other job-related duties as assigned by the principal or and/or supervisor(s).

Terms of Employment:

Nine-month position in accordance with the Board’s salary schedule.

Evaluation:

Performance of this job will be evaluated in accordance with provisions of the State Department of Education and/or Baldwin County Board of Education policy on evaluation of certified personnel.

The statements above are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities as needed.