Special Education Teacher - Reading

Summary The Special Education Teacher - Reading works individually and/or in small groups with students to support them in the areas of phonemic awareness, phonics, vocabulary, fluency and comprehension. This teacher helps students develop their reading skills and contributes to their academic growth. The Special Education Teacher - Reading conducts educational evaluations and writes IEP goals/objectives as needed in collaboration with the classroom teacher and classroom supervisor. The teacher commits to child‑centered, family‑focused, culturally competent care and strength‑based treatment. Education and Licensure Required: Bachelor’s degree in related field; licensure in Special Education, Moderate Disabilities PreK‑8 Preferred: Master’s degree in special education; valid reading specialist license; Wilson certification Experience Required: Experience teaching reading Preferred: Experience working with children with complex social, emotional, and behavioral challenges. Abilities Required mental abilities: Flexibility, collaboration, rapid and safe response to emergencies, ability to work in a stressful and fast‑paced environment, understanding of child development, emotional, behavioral, and learning disabilities, confidentiality, receptiveness to supervision and professional development. Required physical abilities: Ability to work and stand for extended periods, bend, stoop, stretch, lift, perform therapeutic physical intervention as needed. Essential Functions Prepare and provide multi‑sensory individualized instruction in reading, including phonics, phonemic awareness, vocabulary, fluency, and comprehension. Work as part of a multidisciplinary team to further the emotional, behavioral, and educational development of children. Create multi‑sensory, multi‑modal, varied learning opportunities built on students’ prior knowledge and experience to build academic and social skills. Translate student work evaluations into accurate records, writing thorough IEPs and quarterly reports. Maintain a classroom atmosphere conducive to learning and effectively manage student behavior in small and large groups. Apply Walker’s model of childcare, including Therapeutic Crisis Intervention (TCI) requiring physical restraint when necessary, CARE, Cognitive Behavioral Therapy, Solution Focused Therapy, cooperative group games, and behavioral support. Implement treatment protocols and appropriate therapeutic strategies established in children’s treatment plans, IEPs, and individual support plans. Meet children’s physical needs and provide a safe and therapeutic environment for children. Participate fully in administrative functions of teaching and childcare, including attending and participating in required meetings, completing assigned report‑writing tasks timely, and actively communicating with families and multidisciplinary team members. Actively participate in supervision and professional development opportunities offered at Walker. Use a variety of formal and informal assessments to measure student progress toward and achievement of learning objectives and plan or modify further instruction. Follow and implement all Walker policies and procedures. Provide coverage/support in a classroom as needed. Other duties as assigned. Supervision Supervision to be received: Directly responsible to and supervised by the Assistant Principal Supervision to be exercised: None Equal Opportunity Employer Walker is an equal opportunity employer and does not discriminate based upon an individual’s race, color, religion, national origin, sex, age, marital status, sexual orientation, genetic information, disability, veteran status, pregnancy, national guard or reserve unit obligations, participation in discrimination complaint‑related activities, or membership in any category protected by federal or state law. #J-18808-Ljbffr Walker