Teacher, SPED NT-4

State of Georgia · Midland

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Department of Juvenile Justice

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POSITION SUMMARY

Under the direction of the school leader, the special education teacher plans and provides for appropriate learning for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.

DUTIES AND RESPONSIBILITIES

• Provide direct and indirect instructional support to students in a positive environment.
• Employ strategies and techniques during instruction to improve the development of sensory and perceptual motor skills, language, cognition, and memory.
• Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students’ varying needs and interests.
• Teach socially acceptable behavior, as determined by the students’ Individualized Education Programs (IEPs) by employing techniques in an overall positive behavioral support system.
• Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
• Develop appropriate accommodations for access to the General Education Curriculum.
• Provide differentiated instruction.
• Maintain an annual review log and submit to the Special Education Curriculum Specialist in a timely manner.
• Maintain an eligibility log and submit to the Special Education Curriculum Specialist in a timely manner.
• Collect current data for Students with Disabilities (SWD) eligibility report.
• Complete SWD progress monitoring in a timely fashion.
• Adhere to system guidelines when SWD enter a facility.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
• Meet with parents to discuss their child’s progress and determine priorities for their children and their individualized educational needs.
• Confer with parents, administrators, and other professionals to develop Individualized Education Programs (IEPs) designed to promote students’ academic and social/emotional development in a timely manner.
• Maintain accurate, complete student records, as required by law, district policies, and administrative regulations.
• Establish clear objectives for lessons, units, projects, and communicate those objectives to students.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
• Provide crisis intervention, as needed, for students.
• Assist in collection of data for providing appropriate classroom interventions.
• Serve as a member of a multidisciplinary team as appropriate.
• Assist in preparation of data for local, state, and federal reports.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Perform other related work as required.

EDUCATION AND EXPERIENCE

Education: Bachelor’s degree in an approved education program – general curriculum or have completed a major in special education. Experience:

• Minimum 3 years of progressively responsible experience in special education - Preferred.
• Successful classroom teaching in the area of special education - Preferred.

MINIMUM QUALIFICATIONS

The successful candidate will demonstrate knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with students with disabilities; Georgia DJJ Teaching and Learning techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and DJJ policies and effective instructional practices. The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school based staff; students, parents and community members. Over all, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.

CERTIFICATIONS Must hold or be eligible for Georgia Clear renewable certificate.

PHYSICAL REQUIREMENTS / WORKING CONDITIONS School environment on a secure facility.

Minimum Qualifications:

Equal Employment Opportunity Employer

The State of Georgia does not discriminate based on race, color, national origin, sex, religion, age, disability, or other protected categories in employment or the provision of services.
Qualified applicants may request reasonable accommodation when needed during the application and/or screening process by contacting the appropriate agency Human Resources department. 

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