Position Summary:
Under the direction of the Instructional Supervisor, the Resource Teacher – Special Education Early Childhood provides instructional support and guidance to educators, support staff and students in early childhood, special education and community-based programs. The incumbent of this position supports an atmosphere and environment conducive to the intellectual, physical, social and emotional development of students. The Resource Teacher will collaborate with the Instructional Supervisor and school-based staff to monitor the effective implementation of programs and provides recommendations for adjustments, if necessary.
Duties and Responsibilities:
- Provides direct and indirect instructional support to both special education and general education educators in a variety of school and community-based settings;
- Provides instruction and case management services for students with Individualized Education Programs (IEPs) that are being implemented in a variety of school and community-based settings;
- Conducts educational assessments, writes reports, and provides consultation and guidance to assist in instructional decisions designed to improve student achievement in the Least Restrictive Environment (LRE);
- Establishes an instructional/learning environment for students to reinforce appropriate student behavior; develops, adapts/modifies and sequences a variety of instructional activities to meet the student's individual goals/objectives identified on the student's IEP;
- Collects data on student performance to improve student outcomes and the implementation of specially designed instruction; collects and maintains data to document and communicate progress toward mastery of IEP goals and benchmarks
- Develops initial IEPs, and serves as a member of the IEP Team;
- Facilitates and collaborates with parents, schools and community partners as appropriate for student learning and professional developmental needs;
- Participates in professional development activities designed to advance educator knowledge in the areas of specially designed instruction, best practices, changes in special education policy, and other information as may be necessary to support effective classroom instruction and programming for students with disabilities;
- Attends and participates in school based and district meetings;
- Writes reports, maintains required records and follows required procedures and practices; and
- Performs other duties as assigned.
Qualifications:
- Knowledge of federal and state policies and procedures related to special education;
- Knowledge of the Maryland State Department of Education Early Learning Standards and PGCPS early childhood curriculum;
- Knowledge of current preschool curriculum programs and developmentally appropriate practices in early childhood education;
- Knowledge of learning theory, specially designed instruction, co-teaching models and data collection methods;
- Knowledge of current early childhood educational issues and best evidence-based instructional practices;
- Knowledge of mandated assessment tools; ability to assess, analyze, and interpret student performance and monitor progress;
- Knowledge of community agencies that can support students with disabilities;
- Knowledge of classroom management techniques, problem-solving processes and creative thinking skills;
- Excellent organizational and record-keeping skills; ability to design and maintain electronic databases;
- Communicates effectively both orally and in writing;
- Ability to maintain sensitive and confidential information;
- Ability to develop and maintain effective collaborative working relationships with parents, students, co-workers, administrators and the public;
- Ability to provide instructional support and assist in the development and implementation of IEPs in the Least Restrictive Environment (LRE);
- Ability to deliver instruction using approved curriculum aligned with state standards;
- Ability to develop instructional materials and strategies appropriate to student needs;
- Ability to implement an instructional and behavioral management system; and
- Ability to initiate tasks and work with a team and independently with minimal supervision.
Education and/or Experience Requirements:
Bachelor’s degree from an accredited college or university in applicable field of education required; Master’s degree preferred. A minimum of five (5) years of previous experience as a special education classroom teacher.
Certification:
Holds or is eligible for an Advanced Professional Certificate in Special Education issued by the Maryland State Department of Education; certification in Special Education Early Childhood preferred.
Supervisory Responsibilities:
No direct supervisory responsibilities.
Physical Demands:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
Working Environment:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
Additional Information:
None
