LOCATION:

Murphey Candler Elem
Murphey Candler Elementary School is seeking a Lead Teacher Special Education. The ideal candidate should be able to work in both a collaborative and resource/pullout position. The candidate should be highly qualified in all content areas and be familiar with preparing Individualized Education Plans (IEP) for students. They must work cooperatively with general education teachers and must possess excellent written and verbal communication skills.
Salary Grade/Schedule: LT
The material contained herein is subject to change. All open positions offered by the DeKalb County School District are subject to specific job requirements. The DeKalb County School District is an equal opportunity employer, and all hiring decisions are subject to federal, state, and local employment laws and regulations.

TITLE: LEAD TEACHER, SPECIAL EDUCATION

Facilitates and provides specialized expertise in instructional and behavioral support for students with disabilities. Identifies educational needs and provides classroom support for teachers of students with disabilities.

QUALIFICATIONS

• Master’s degree in Special Education, Educational Leadership, or a related field from a Professional Standards Commission-approved college or university required.
• A minimum of three (3) years of experience as a special education classroom teacher is required.
• Valid Georgia Professional Standards Commission approved director of special education endorsement required or Valid Georgia Professional Standards Commission approved certificate in educational leadership at level SRL-5, SRNL-5, PL-6, or above required.

The following duties are representative of this position. The omission of specific statements of duties does not exclude them from the classification if the work is similar, related, or a logical assignment for this classification. Other duties may be required and assigned.

• Plan collaboratively with Area team, school leaders, district coordinators, and teacher leaders to ensure quality instructional planning and curriculum delivery are evident in general education and special education classrooms – particularly in service of students with disabilities
• Utilize school, grade level, and department outcome data to identify patterns and trends in student achievement for students with disabilities.
• Improve the instructional programming for students with disabilities by supporting teachers with the implementation of Specially Designed Instruction and integration of Assistive Technology and classroom accommodations.
• Model effective lessons for teachers within all instructional settings in which students with disabilities are served (i.e., co-taught, resource, self-contained, etc.)
• Ensure special education teachers participate in collaborative planning to implement grade-level Tiers 1-3 instruction, as demonstrated through a multi-tiered system of supports (MTSS) within the models of effective co-teaching.
• Collaborate with Professional Learning Facilitators, Academic Coach Coordinators, Curriculum and Instruction Coordinators, Special Education Coordinators, and EL Studies Coordinators to elevate the learning conditions and experiences for students with disabilities
• Collaborate and align work/tasks with other instructional support staff to ensure clarity, consistency, and coherence of the district instructional framework, District curriculum, and District strategic plan in support of students with disabilities.
• Plan and conduct small groups, school-wide, and area professional learning opportunities for teachers and leaders, to address content and pedagogy for instructional improvement, in accordance with best practices for adult learners.
• Use assessment results to improve the instructional program and collaborate with school leader in the development of the Comprehensive School Improvement Plan (CSIP) to address the unique needs of students with disabilities.
• Support classroom teachers by providing strategies to increase students with disabilities access to the general curriculum, promote positive student behavior, and improve student outcomes.
• Assess student performance, conduct eligibility meetings, and chair initial Individualized Education Program (IEP) meetings and discipline IEP reviews to ensure compliance with local, state, and federal requirements
• Complete and maintain federal, state, and local documentation for maximum class size, Full-Time Equivalent (FTE), December 1 Counts, and other required reports.
• Support school leaders in the development of master schedules to align with students with disabilities and academic and behavioral needs.
• Consult and collaborate with parents, teachers, administrators, and other professionals regarding academic performance and educational programming for students with disabilities
• Performs other duties as assigned.