Teacher - Special Education - MD SCILLS

JOB DESCRIPTION BOTTOM RIGHT OF SCREEN

Qualifications
Applicants need to hold an Arizona Special Education Certificate or be in the process of receiving one

Please view this for more information: www.gilbertschools.net/joingpssped

Application Procedure: Apply online
Starting Salary: $53,530.00   FTE 1.0

Teacher
JOB DESCRIPTION
Gilbert Unified School District
 

Purpose Statement
Contributes to the district’s mission and vision to ensure exemplary education that inspires excellence and success within every learner by maximizing the capacity of special education teachers to provide appropriate instruction.

Essential Functions

• Provides on-site consultation regarding teacher’s area of performance (i.e. Resource, SCILLS, SPICE, Behavior, Secondary ELA/Social Studies, Secondary Math/Science).
• Develops and delivers a wide variety of professional development trainings related to various aspects of special education remediation and intervention curriculums.
• Provides support with curriculum-based assessments and data collection.
• Supports educators with research-based assessments to measure student baselines and progress on goals.
• Ensures fidelity of district implemented curriculum and assessments, related to special education instruction.
• Provides IEP facilitation training and support, when requested or needed
• Assists staff in analyzing curriculum-based data
• Facilitates IEP Open Labs for teacher support
• Attends required department and campus meetings.
• Performs other duties as assigned.

Other Functions

• Collaborate with Special Education Parent Council regarding Transition Nights for parents, as needed.
• Collaborates with Special Education Coordinators as needed.

Job Requirements:  Minimum Qualifications

Skills:

•  Effectively implement cognitive coaching model with teachers.

Knowledge:

Accurate and effective working knowledge of:

• IEP content and specific IEP issues relative to area of coaching responsibility
• District curriculum initiatives
• Currently implemented curriculum in area of coaching responsibility
•  Requirements of the Individuals with Disabilities Education Improvement Act (IDEA), other applicable federal and state disability laws, and their implementing regulations as these relate to special education instructional practice.

Abilities:

• Collaborate effectively with colleagues.
• Effectively communicate with colleagues in writing and verbally.
•  Develop/recommend interventions and practices within the teacher’s capacity to implement, given the classroom context.

Responsibility:

• Responsible to appropriate Special Education Coordinator.

Working Environment:

• All school environments in addition to professional meeting environments

Job Generally Requires: (enter percentages – must equal 100%)
This job usually requires the following percentages.
33 1/3%   Sitting             33 1/3%   Walking        33 1/3%   Standing

Minimum Qualifications
Mental Requirements
Learning Development- Level E  Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications. Learning development is obtained by the completion of a college curriculum resulting in a bachelor's degree in a specialized field; advanced mathematics, very advanced language development, proficient understanding of practical systems.
Problem Solving - Level 2  Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious and well-defined once problems are understood. Responses come from the realm of prior learning and experiences.
Physical Requirements
Physical Skill - Level A  Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.
Physical Effort - Level 1  Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.
Social Requirements
Human Relations Skill- Level B  Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. skills in establishing harmonious relationships and gaining cooperation are important.
Scope of Contacts - Level 1  The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.
Work Environment
Performance Environment - Level A  Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.
Physical Working Conditions - Level 2  Somewhat disagreeable conditions. Work may be performed in cramped or awkward positions. occasional exposure to safety hazards, disease, or contamination results in chance for lost-time accidents. Occasional exposure to noise, temperature extremes, etc
Accountability
Level of Accountability -Level B  Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.
Organizational Impact - Level 3  Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.

Experience, Education, and Certifications
Experience: Two or more years’ experience as a special educator in a school setting.
Education: Master’s degree required. 
Certifications/Clearances: Valid Arizona Standard Professional Teacher Certificate.  Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed. Appropriate Special Education teaching certificate

Compensation Details
FLSA Status: Exempt
Pay Schedule:  Teacher 
Work Calendar: 9 Month Teacher

Non Discrimination Statement

Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District’s activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.
This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.
Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.