SPECIALIST INCLUSIVE PRACTICES (SPECIAL EDUCATION)

POSITION SUMMARY
Inclusive Practices Specialist (Special Education) works with special education teachers in assigned schools to improve the quality of teaching and student learning in any of the core content areas (reading, teachers language arts, math, science, or social studies) with a focus on specially designed instruction. This position reports to a District Coordinator and specifically supports Interrelated Resource (IRR) Teachers at various elementary, middle, and high schools.

MINIMUM REQUIREMENTS

• EDUCATION
  • Master's degree in education, psychology, curriculum and instruction, or related field is required, preferably in Special Education
• CERTIFICATION:
  • Must hold or be eligible for a valid and clear teaching certificate in one or more areas of Special Education
  • Educational leadership certification preferred
  • Valid driver's license and availability of personal transportation to travel to multiple school sites as needed
• WORK EXPERIENCE:
  • Two years of demonstrated experience in supporting students who are below grade level to reach or exceed grade level
  • Experience working with special education, at-risk, and high-risk students
  • Experience in teaching special education students, implementing multi-tiered systems of support (MTSS); specialized instruction, and coaching staff that results in positive change in a K-12 environment
  • Teacher leadership is preferred

KNOWLEDGE, SKILLS, & ABILITIES

• Must have professional knowledge, proven use, and implementation of effective teaching strategies for coteaching, specially designed instruction, behavior, progress monitoring, and professional development
• Strong desire to work with at-risk students and developing teachers
• Ability to communicate with adults and student learners at all ability levels
• High technological skill level required
• Demonstrated ability to work with personal and confidential information
• Must be able to successfully manage multiple tasks, projects, and responsibilities
• Ability to apply critical thinking skills in rendering solutions to various issues
• Must be able to collaborate effectively with District and school personnel, the general public, and work with diverse groups of people
• Excellent organizational skills
• Excellent communication skills both orally and in writing

ESSENTIAL DUTIES

• Utilizes data to identify and provide supports needed to students and teachers resource/small group and co- taught settings.
• Completes observations, debriefing/coaching sessions to provide feedback, attend planning, and repeat the coaching cycle.
• Provides or coordinates professional learning for classroom behavior management, specially designed instruction, co-teaching, instructional planning, and all related best inclusive practices.
• Works with teachers to improve classroom management and climate through the implementation of effective instructional methods.
• Analyzes student test data and advise teachers and appropriate staff of trends, outcomes, needs and effective practices.
• Recommends best practices to achieve the desired student learning outcomes
• Serves as the liaison for professional learning between central office and schools
• Informs faculty of professional development opportunities.
• Performs other duties as assigned by the appropriate administrator.
• Required to have prompt, regular attendance in-person or virtually and be available to work on-site, in-person during regular business hours, and as needed.
• Performs other duties as assigned by an appropriate administrator or their representative.

PHYSICAL ABILITIES AND WORKING CONDITIONS

The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification.  In the event of an emergency or situation requiring guidance from Federal, State, or local or school district authorities, the requirements of this position may change temporarily or for the school year to best serve the needs of our students.

Vision: Ability to read small print and view a computer screen for prolonged periods.

Hearing: Ability to tolerate exposure to noisy conditions

Speech: Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.

Upper Body Mobility: Ability to use hands to grasp and ma