OFFICIAL TITLE: Preschool Special Education Teacher SUPERVISOR: Director of Special Education SALARY RANGE: In accordance with RCBOE Salary Schedules TERMS OF EMPLOYMENT: Work Year - 10 months __________________________________________________

Summary

Description Under direction of the director of special education and special education supervisor, the preschool special education teacher provides direct and indirect services/instruction to students with disabilities and their families in a homebased or community/facility-based setting and work in collaboration with the general education teacher. Facilitate in the evaluation and Individual Education Program (IEP) process. PERFORMANCE RESPONSIBILITIES: (Asterisk for essential job duties.)

• Assumes all duties and responsibilities specified for Georgia Teachers in the GTEP/TKES record.
• Assists with screening and evaluation of students when requested.
• Prepares initial and post evaluation/assessment reports and eligibility reports as requested.
• Serves as a member of the Eligibility/IEP team to assist in determining programs and/or placements for students with disabilities. Prepare, review, and present evaluation report and draft goals and objectives at staffing in collaboration with parents, teacher, and other support agencies.
• Assumes responsibility for planning, evaluation and supervision for the performance of the paraprofessional.
• Maintains accurate and complete records as required by law, RCSS policy and administrative regulation. Maintain lesson plans, progress reports, home visit/community-based reports, data sheets, time sheets, travel reports and other documents.
• Develops curriculum, select and/or adapt instructional materials and equipment for maintenance of student educational programming. Establish and provide toys and materials lending service to families.
• Identifies additional needs of student and/or families and make referral or seek consultation from person responsible for addressing this need.
• Delivers services and provide appropriate instruction to students as specified in IEP.
• Participates in professional development activities designed to advance teacher knowledge in the areas of instruction, best practices, and differentiated instruction. Changes in educational policy and other information as may be necessary to improve classroom instruction and programming for students with disabilities.
• Establishes and maintain contact with outside service providers working with a student on the teacher’s caseload in order to provide an integrated educational program.
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual.
• Participates in preschool/Pre-K conferences, RTI/SST meetings, and other events within the regular education process as part of the consultation process for current students or the transition process for past students who are being monitored.
• Collaborates with special education personnel in the appropriate assignment and educational planning of students with disabilities, recognizing that early detection and remediation of individual problems will prevent later difficulties.
• Attends staff meetings and serves on staff committees as required.
• Meets required deadlines for annual reviews and eligibility redetermination.
• Assists students with other needs as appropriate; such as toileting, feeding and etc.
• Takes all necessary and safety precautions to protect self, students, equipment, materials and facilities.
• The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned or required by such employee’s supervisor, other appropriate school personnel, law board policy administrative regulation, department handbook, as are reasonably necessary to the efficient operation of the school system and its mission.

Knowledge, Abilities, And Skills Knowledge of the RCSS curriculum for the grade/content range of the position, RCSS special education program. Thorough knowledge of Individual Education Program (IEP), learning theory, differentiated instruction, data collection. best instructional practices, research based reading instruction, multicultural education, assessments, Individuals with Disabilities IDEIA Act (IDEA 2004), No Child Left Behind Act of 2001 (NCLB 2001), and state and federal policies and procedures related to special education. Ability to provide instructional support if position is in an inclusive setting. Works well with students with disabilities, teachers, and parents of students with disabilities. Ability to appropriately adapt instruction, programs and materials. Collects instructional data for decision making process. Excellent communi