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Tchr Sp Ed - EBD SC - Special Education

Gwinnett County Public Schools


Location:
GA
Date:
07/27/2017
2017-07-272017-08-26
Job Code:
51350
Categories:
  • Administrative / Clerical
  • Education
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Job Details

Job Title:Tchr Sp Ed - EBD SC - Special Education
Jobid: 51350
Description:
  Teachers/Tchr Sp Ed - EBD SC

  • Date Posted:
      5/15/2017

  • Location:
      McConnell Middle

  • Date Available:
      07/31/2017

  • Job Code:  Tchr Sp Ed - EBD SC - 060062    Standard Hours:  40    Department:  Special Education - 101200    Empl Class:  NA 
    Minimum Salary:  $42,686.00/Annually

             Maximum Salary:  $94,362.00/Annually

        Scheduled Days:  190

        Target Openings:  1

     
      
    ; opacity:.8;'>License and Certification Qualifications:  Meet Georgia certification requirements in appropriate field of education. Board Certified Behavior Analyst (BCBA) certification preferred.

    Education Qualifications:  Bachelor's degree in special education with an emphasis in Emotional and Behavioral Disorder (EBD), Autism Spectrum Disorder (ASD), or Intellectual Disability (ID) required.

    Experience Qualifications:  Three years of teaching special education students with experience in varying populations including one or more of the following: autism, emotionally disturbed, behavior disordered, other health impaired, and/or intellectually disabled required.

    Skills Qualifications:  Ability to demonstrate research based teaching and diagnostic assessment skills; ability to train in behavior management strategies and conduct functional behavioral assessments for problem behaviors; understanding of the teaching/learning process; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.

    Primary Responsibilities:  Provide comprehensive training and support to teachers with students who exhibit behaviors that interfere or impede their learning or that of others and develop and maintain behavior management programs.

    1.      Evaluate student progress, to discuss teacher concerns and offer suggestions, and to assess overall program implementation.
    a.      Consult with local administrators and/or classroom teachers to monitor student progress on specific behavior management strategies.
    b.      Conduct comprehensive Functional Behavioral Assessments (FBAs) as assigned by supervisor.

    2.     Provide instructional support and consult with local school administrators and/or classroom teachers to develop and maintain behavior management programs.
    a.     Demonstrate knowledge of availability of programs and support services throughout the district.
    b.     Model academic and behavioral intervention and associated strategies in the classroom.
    c.     Provide and demonstrate physical assistance, transport, and behavior management maintenance in crisis situations.

    3.     Provide consultation and communicate to teachers with students who exhibit behaviors that interfere or impede their learning or that of others.
    a.     Maintain positive communication as needed with school personnel concerning progress in program.
    b.     Conduct staff development programs regarding special education, specific program areas, management techniques, and other applicable subjects.
    c.     Support teachers in collaborative efforts with regular education teachers to transition special education students into the regular education environment.
    d.     Communicate and work collaboratively with regular educators to support students with disabilities in the regular education classroom.  
    e.     Assist and consult with administrators and teachers across all program areas.  

    4.       Assist with the due process as assigned by supervisor.  
    a.      Demonstrate a general understanding of the Individuals with Disabilities Education Improvement Act (IDEIA) and state regulations for special education in accordance with program(s) in which they are assigned.
    b.      Review student records according to due process and district guidelines.
    c.       Inform case manager and designated school administrative personnel of program progress, issues, and/or concerns.

    5.      Perform other duties as assigned.  


    Physical Demands:
    While performing the duties of this job, the employee is frequently required to  use the following physical demands: significant lifting, carrying, pushing,  and/or pulling; and significant fine finger dexterity. The job is performed  under conditions with exposure to risk of injury and/or illness and in a clean  atmosphere. Specific vision abilities required by this job include close  vision, distance vision, color vision, depth perception, and ability to adjust  focus. Reasonable accommodations may be made to enable individuals with  disabilities to perform the essential functions.

    HELPING STUDENTS ACHIEVE

    Gwinnett County Public Schools provides a quality and effective education for all students by focusing on its core business of teaching and learning. Since its inception in 1996, GCPS’ AKS curriculum has reflected the collective wisdom of thousands of educators and community members who worked together to determine what students need to know and be able to do in order to be successful at the next grade level and in the future. 

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