Immediately Need Long-term Substitute Teacher - Special Education (2023-2024 SY) in Connecticut
Job title: Long-term Substitute Teacher - Special Education (2023-2024 SY)
Company: Norwalk Public Schools
Job description: The Special Education Teacher will provide IEP mandated instruction to students in a highly structured and supported classroom environment. IEP goals will be implemented in an environment with data collection serving as a basis for instruction. The Special Education Teacher must have the ability to develop and implement instructional and behavioral management strategies for special needs students. The teacher must also have the ability to teach several academic areas, an understanding of development and implementation of individualized education plans, an ability to administer and interpret a variety of academic and related assessment instruments pertaining to special education. Communication with other colleagues from various disciplines and with parents are essential to student success. Applicants for the position of special education shall be considered on the basis of qualifications.
ESSENTIAL FUNCTIONS
- Follows the scope and sequence of the instructional program as defined and approved by the Norwalk Board of Education
- Manages the classroom and individual student behavior to maintain an advantageous learning environment
- Prepares lesson plans that achieve clear objectives, uses appropriate techniques, and serves the needs of all learners in the classroom
- Maintains accurate and complete records as required
- Conducts parent/teacher conferences
- Assesses student learning on continual basis and identify areas of intervention if needed
- Keeps parents up-to-date of student progress through use of interim reports, report cards, and/or conferences
- Designs instruction to meet the needs of all students through both individual and small group settings as needed
- Plans individual and group instruction to foster academic, social and emotional growth
- Designs clear and specific learning assessments
- Maintains a positive learning environment that encourages open communication between the teacher and learner
- Maintains a positive school community image that encourages ethical student behavior
- Maintains ongoing communication with parents
- Prepares student education plans in consultation with parents and IEP team members
- Designs instruction, both individual and small group, which parallels the general education curriculum
- Acts as coordinator of IEP implementation with general education staff
- Monitors student progress, participates in review and revision of IEP, as appropriate.
- Facilitates the independence of the student as learner
- Assists other professional staff in diagnosis of learning disorders, development of planned remediation and evaluation of student progress
- Maintains appropriate student data and other records and submit reports as required by State and Federal law
- Demonstrates ability to teach several academic areas
- Demonstrates knowledge of the subject(s) to be taught
- Demonstrates knowledge of human growth/development as related to the teaching-learning process
- Demonstrates knowledge of special education regulations and guidelines
- Assists in the selection of textbooks, equipment and other education materials
- Establishes and maintains professional relationships
- Participates in professional learning by attending seminars and workshops to improve instructional practice and positively affect student achievement
- Public school experience with students displaying social/emotional/behavioral needs
- Experience in behavior management (development and program implementation)
- Collaborative working style
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing
- Effective, active listening skills
- Ability to work effectively with others
- Organizational and problem solving skills
- Current special education (165) Connecticut teaching certificate required
- IEP data collection knowledge
- Working knowledge of IEP Direct
- Elementary school special education experience preferred
- Current Physical Management Training (PMT) or Crisis Prevention Intervention (CPI) training
- Fluency in Spanish is an asset