Education Curriculum Developer Jobs in Athens, GA

NOTE: ALL VACANCY POSTINGS ARE PENDING UNTIL BOARD APPROVED.

POSITION: Special Education TeacherSelf-Contained, Multidisciplinary

Reports To: Principal 

Contract: 10 months; salary and work year to be determined by the Board of Education

Qualifications

Required:

• Valid Georgia educator certification in Special Education or eligibility for appropriate Georgia certification.
• Bachelor's degree from an accredited college or university.
• Knowledge of special education laws, regulations, and best practices.
• Ability to develop and implement individualized instructional programs.
• Ability to collect, analyze, and use student data to inform instruction.
• Ability to communicate effectively with students, families, colleagues, and administrators.
• Ability to work collaboratively as a member of a multidisciplinary team.

Preferred Qualifications

• Experience working with students with significant cognitive disabilities and/or multiple disabilities.
• Experience in a self-contained severe/profound classroom.
• Knowledge of alternate curriculum and Georgia Alternate Assessment (GAA).
• Training or experience with AAC and assistive technology.
• Experience with positive behavior supports, FBA/BIP implementation, and crisis prevention.
• Experience with functional academics, life skills, community-based instruction, and transition programming.
• Experience supervising and effectively utilizing paraprofessional support.
• Training in disability-specific instructional methodologies.

Physical Requirements

• The employee must be able to perform the essential functions of the position with or without reasonable accommodation. Physical requirements may include:
• Ability to stand, walk, bend, stoop, kneel, and move throughout the classroom and school environment.
• Ability to assist with positioning, mobility, transfers, and other student support needs consistent with training and district procedures.
• Ability to respond quickly to student safety concerns and emergencies.
• Ability to lift, carry, push, or pull instructional materials and equipment as required.
• Ability to work with students who may require extensive physical, sensory, communication, behavioral, or personal-care support.
• Ability to operate and assist students with appropriate classroom equipment, adaptive devices, and assistive technology.
• Ability to maintain appropriate supervision of students throughout the instructional day.

Performance Responsibilities:

• Develop, implement, monitor, and revise IEPs in accordance with federal and state requirements and district procedures.
• Provide specially designed instruction based on individual student needs, present levels of academic achievement and functional performance, and IEP goals.
• Implement the Georgia Standards of Excellence and/or Georgia Alternate Assessment (GAA) curriculum, as appropriate to each student's IEP.
• Provide instruction in functional academics, communication, social skills, independent living, self-care, vocational readiness, and community-based skills as appropriate.
• Utilize appropriate evidence-based instructional strategies, differentiated instruction, prompting, modeling, task analysis, systematic instruction, and reinforcement.
• Collect and analyze student data to monitor progress toward IEP goals and make data-informed instructional decisions.
• Maintain accurate documentation of student progress, services, accommodations, modifications, and other required special education records.
• Implement behavior support plans, Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), and other behavioral supports as directed by the IEP team.
• Support students who utilize augmentative and alternative communication (AAC), assistive technology, visual supports, sensory supports, and other specialized equipment.
• Collaborate with speech-language pathologists, occupational therapists, physical therapists, school psychologists, nurses, paraprofessionals, general education teachers, administrators, families, and other service providers.
• Provide appropriate accommodations and modifications to ensure students have meaningful access to instruction and educational activities.
• Supervise and direct paraprofessionals and other instructional support personnel assigned to the classroom.
• Establish and maintain a highly structured, predictable, positive, and student-centered classroom environment.
• Promote student independence and reduce unnecessary adult prompting and dependence.
• Facilitate inclusion and participation in schoolwide activities and general education settings when appropriate and consistent with the student's IEP and LRE.
• Participate in IEP meetings, eligibility meetings, reevaluation/records review meetings, parent conferences, problem-solving meetings, and multidisciplinary team meetings.
• Communicate regularly and professionally with parents/guardians regarding student progress and educational needs.
• Coordinate transition planning and instruction for students as appropriate, including employment, postsecondary education/training, independent living, and community participation.
• Ensure appropriate health, safety, personal care, mobility, and accessibility needs are addressed in accordance with student plans and district procedures.
• Maintain confidentiality of student information and comply with FERPA, IDEA, Section 504, ADA, Georgia Department of Education requirements, and district policies.
• Participate in professional learning and maintain current knowledge of special education laws, instructional practices, assistive technology, behavior support, and disability-specific strategies.
• Perform other duties as assigned by the building administrator or Special Education Department.

Knowledge, Skills, and Abilities

The successful candidate should demonstrate:

• Strong knowledge of specially designed instruction.
• Understanding of significant cognitive disabilities and complex learning needs.
• Ability to individualize instruction based on student strengths and needs.
• Strong classroom management and positive behavior-support skills.
• Ability to use student data to drive instructional decisions.
• Knowledge of functional communication and AAC systems.
• Ability to collaborate effectively with related-service providers and support personnel.
• Strong organizational, documentation, and time-management skills.
• Commitment to maintaining high expectations for students with significant disabilities.
• Ability to foster student independence, dignity, self-advocacy, and meaningful participation in the school and community.