Nonverbal Learning Disability Jobs in Georgia (NOW HIRING)

License and Certification Qualifications:

• Valid Georgia driver's license Preferred
• Meets Georgia certification requirements in appropriate field of education Required

Education Qualifications:

• Bachelor's Degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university Required

Experience Qualifications:

• 3 years Previous teaching experience Preferred
• Preschool teaching experience Preferred

Skills Qualifications:

• Thorough knowledge and skills in preschool curriculum and instructional practices
• Understanding of the teaching and learning process
• Mastery of subject area
• Ability to infuse technology into instruction to increase student learning
• Ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community
• Knowledge of Individualized Educational Programs (IEPs)
• Thorough knowledge of Individuals with Disabilities Education Act (IDEA) due process requirements
• Excellent oral and written communication and human relations skills
• Exemplary teaching and diagnostic assessment skills
• Excellent oral and written communication skills

Primary Responsibilities:
Responsible for planning and providing developmentally appropriate instruction to preschool children with special needs.

• Demonstrate command of school subject being taught.
  • Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district's curriculum and Individual Education Programs (IEP).
  • Consult with administrator to develop and maintain academic as well as behavioral management programs.
  • Participate as an active member of the team, assuming duties shared by classroom teachers.
  • Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.
  • Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.
• Develop and prioritize long and short-term instructional objectives based on the district's curriculum.
  • Identify specific prerequisite skills and/or knowledge necessary for students to learn the standards.
  • Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
  • Analyze student work and assessments to determine instructional needs.
  • Prepare written lesson plans to support instructional objectives for all students.
  • Plan appropriate assessment of student learning.
• Provide initial focus for the lesson.
  • Communicate specific learning objectives to students in a clear manner.
  • Link lesson content to students' prior knowledge, background experience, and/or real-world application of content.
  • Capture student attention through active involvement.
• Organize content for presentation of the lesson.
  • Present information in a logical sequence.
  • Organize the presentation of content into blocks or steps based on the students' needs and the complexity of the material.
  • Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.
• Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.
  • Assess students' learning and provide specific feedback to students and parents on a frequent basis.
  • Provide collaborative learning opportunities.
  • Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice.
  • Explicitly teach essential content-related vocabulary.
  • Utilize a variety of nonverbal/visual representations of content and skills.
  • Access and/or build students' background knowledge and experience.
  • Utilize technology effectively to plan, teach, and assess.
  • Use inquiry-based problem-solving learning strategies with students in all content areas.
• Provide formative assessment that measures student progress toward objective(s).
  • Monitor students' progress in learning through a variety of techniques on a frequent basis.
  • Adjust instructional plans based on formative assessment results.
• Provide summative assessment, which measures student achievement of objectives(s).
  • Assess students' learning.
  • Provide assessments that are appropriate for the learner(s).
  • Maintain assessment records for each student.
  • Utilize assessment results to plan for subsequent instruction.
• Organize the learning environment to maximize student time on task.
  • Organize and arrange the classroom to facilitate learning.
  • Ensure smooth transitions from one activity to another.
  • Maintain an orderly system for housekeeping duties.
• Maintain behavior, which is conducive to learning.
  • Define and communicate behavior expectations to students in a clear manner.
  • Monitor behavior and provide appropriate feedback to students.
  • Deal effectively with inappropriate behavior.
  • Focus on student behavior rather than personality.
  • Treat sensitive situations with discretion.
  • Encourage participation from all students.
  • Establish mutual respect between the teacher and students.
  • Convey warmth, friendliness, and enthusiasm.
• Assist with the physical needs of special education students when appropriate.
  • Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed.
  • Ensure safe travel of students within the school environment and on study trips as needed.
  • Provide to support ostomy care, catheterization, and/or other medically related procedures as needed.
• Oversee the due process.
  • Demonstrate a general understanding of IDEA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned.
  • Coordinate and/or serve on eligibility and placement teams.
  • Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms.
  • Inform designated administrative personnel of program progress, issues, and/or concerns.
  • Comply with federal, state, and district due process policies and procedures.
• Execute professional responsibilities.
  • Use standard written expression.
  • Use acceptable oral expression.
  • Demonstrate punctuality to class, to assigned duties, and to other school activities.
  • Submit records, reports, and forms accurately and in a timely manner.
  • Provide clear plans for substitute teachers.
  • Maintain regular attendance.
  • Demonstrate a willingness to share ideas, methods, and materials.
  • Cooperate with staff and support the development of activities/goals of the local school.
  • Encourage positive home/school communications.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. The employee is required to operate a motor vehicle in performance of duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.