SPED Teacher/Coordinator-SST Advancement

Job Description

Job Description

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.

• Assesses 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.