SPECIAL EDUCATION CONTENT SPECIALIST

 

Job Summary

The role of a Special Education Innovation Specialist is to provide practical support for teaching and learning through content support and technology innovation. The Specialist is primarily responsible for coaching and supporting instructional staff, including special education teachers, related service providers, special education instructional assistants, behavior coachers, innovation coaches, teachers, and other instructional specialists, through development of the district-approved specialized curriculum and strategies, and instruction modeling. The work requires the knowledge and exercise of observation, training, the pedagogy of integration, and content delivery for adult learners. The Specialist is also responsible for facilitating school and district-based conversations around district and school data, instructional best practices, and integration ideas to advance the achievement of students with disabilities. Effective technology integration and personalized learning practices in the area of specialized instruction, will result in increased student achievement, engaged students, empowered teachers, and maximize the district’s investment in specialized technology and curricular resources.

 

Qualifications

Applicant must be an experienced special education teacher with a minimum of ten years of progressively increasing responsibility of instruction and hold appropriate SC certification in special education; possess at least a master’s degree special education and/or a related field.  Degree/certification in administration will not meet the requirements. 

 

Reports To

Chief Academic Officer

Executive Director of Special Education

 

Performance Responsibilities

Engages in problem solving and supports and advocates for effective use of evidence-based specialized instruction practices to address the needs of the school, staff, and students. Openness and willingness to collaborate and co-create systems of support for students with disabilities and schools within a team context is required.

 

Collaborates with instructional staff and administrators to improve the quality of students with disabilities  academic achievement through instructional planning, curriculum development, co-teaching, and modeling strategies for effectively integrating specialized instruction into teaching and learning.

 

Identifies instructional competencies among instructional staff, in collaboration with school and district administrators, and delivers appropriate coaching, training, and resources to support professional growth of adult learners in the content area.

 

Builds capacity of special education teachers and related service providers to be leaders in specialized instruction within their discipline and among their colleagues

 

Provides a district-level perspective to all stakeholders to ensure uniformity with the use of specialized instruction resources in education.

 

Promotes the effective and appropriate use of technology to meet the needs of students with disabilities.

 

Provides professional development offerings both within and outside the normal 180 instructional calendar days/hours.

 

Assesses effectiveness of special education teachers’ and related service providers’ classroom techniques and students’ academic learning and/or skills for the purpose of implementing specialized instructional strategies and/or providing feedback to teachers, students, parents, and administration as appropriate.

 

Coordinates activities within the academic area for the purpose of delivering services that conform to established guidelines and providing quality instructional programs for students with disabilities.

 

Manages programs, program development and/or grants for the purpose of ensuring success and meeting goals. This includes managing programs for students who follow alternative curriculum standards and pathways.

 

Participates in meetings, workshops, and seminars (staff development, in-services, parent/counselor conferences, etc.) for the purpose of conveying and/or gathering information required to perform functions.

 

Prepares training materials, curriculum documents and special reports for the purpose of enhancing teacher success by providing supporting materials and meeting community, district, state, or federal requirements.

 

Researches a wide variety of information (current practices, technology integration techniques, instructional materials, methods, curriculum guidelines, pertinent laws/regulations, education codes, etc.) for the purpose of developing new programs and/or master plans and ensuring compliance with local, state, and federal guidelines.

 

Supports principals, special education teachers, related service providers and other classroom personnel for the purpose of assisting them in the implementation of specialized curriculum and teaching methodologies.

 

Required Skills, Knowledge, and Abilities

Specific skills require to satisfactorily perform the function of the job include knowledge and understanding of Federal and State special education regulations as well as legal issues in special education.

 

Specific skills required to satisfactorily perform the functions of the job include using pertinent specialized technology.

 

Specific knowledge required to satisfactorily perform the functions of the job includes knowledge of stages of child/adolescent development.

 

Specific knowledge required to satisfactorily perform the functions of the job includes knowledge and skills regarding social, emotional, cognitive, physical, language, and academic development in children which affect the learning process. The use of advanced intervention, prevention, problem solving, data collection, and follow-up techniques and processes that rests upon an ongoing improvement mindset.

 

Specific abilities required to satisfactorily perform the functions of the job include working as part of a team, maintaining confidentiality; communicating with diverse groups; meeting deadlines and schedules; setting priorities; facilitating professional development; skilled working with technology and virtual meeting platforms; and working with frequent interruptions.

 

Work Context

Requires standing.

Requires walking.

Job tasks are performed in close physical proximity to other people.

Requires working indoors in environmentally controlled conditions and working outdoors.

Requires working in various school and district locations. 

 

Terms of Employment

240 days per school year; Salary based on District Scale for Administrators

 

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Certified Staff