Elementary Special Education Coach
Lexington County School District Two
Location
West Columbia, SC | United States
Job description
Position Type:
Teacher - Special Ed.
Date Posted: 3/6/2024
Location: Cayce Elementary/Saluda River/Wood Elementary
Date Available: 07/30/2024
Closing Date: Until Filled
Requires certification in the area of Special Education Lexington School District Two Position Description Position Title: Special Education Elementary Coach Reports To: Coordinator of Special Services Prepared By: Stephanie Hucks, HRD Date: 3/6/24 Approved By: Dr. Angela Cooper, CHRO Date: 3/6/24 TERMS OF EMPLOYMENT: 190 DAYS SALARY: Based on teacher salary schedule. SUMMARY/FUNCTION: The Special Education Coach is a position that will be in place to support teachers with providing guidance and coaching on instruction, behavior management, and building relationships with students, staff and families. This position is not considered an administrative position and will not serve as an LEA in IEP meetings or as a substitute for classroom teachers. ESSENTIAL DUTIES/KNOWLEDGE - Communicate bi-weekly (minimally) with teachers and school administrators
- Attend school leadership meetings and Solution Tree Consultant Days at each school
- Understanding how to build relationships among IEP team members, to include parents, students, and teachers
- Ability to observe lessons and give critical and constructive feedback
- Assist in planning lessons
- Run reports on student progress and disaggregate; ability to share and discuss with teachers and administrators in a meaningful way
- Have targeted conversations with teachers regarding growth
- Manage own time effectively
- Effectively implement PLC initiatives from SPED lens.
- Assist with modeling and supporting the implementation of district curricular resources
- Assist general education teachers in understanding how to implement accommodations
- Assist with planning effective scaffolding to access grade-level content standard from present levels of performance
- Meet regularly with district special education leadership team
- Use effective coaching strategies to work with staff to improve student outcomes
- Provide support in transition planning (high school)
- Provide PD or support as needed
QUALIFICATIONS: Prior successful experience in implementing specially designed instruction that effectively improves student outcomes at the school level. Experience supporting/coaching teachers with evidence-based instructional strategies to ensure high levels of learning for all. Prior leadership or coaching experience in working with teachers of students with and without disabilities. Proven record of student achievement within the candidate's classroom. Recognized as a "Go To" person for resources and curriculum implementation. Pursues opportunities to learn best practices in teacher professional development through research, professional development, and other learning opportunities. - Minimum of three years of Special Education teaching experience
- SC Teacher Certification
PERFORMANCE RESPONSIBILITIES: Facilitate professional development activities for analyzing student work and improving instruction. - Assist teachers in implementing standards-based instruction.
- Model effective teaching practices and instructional strategies in the classroom.
- Provide feedback to teachers on their implementation of appropriate instructional strategies and teaching practices.
5. Provide teachers with training and practice in developing and managingperformance data for use in measuring student progress over time. - Facilitate collaboration with staff, parents, and community as appropriate to student learning and professional development needs.
- Demonstrate appropriate use of tools, especially instructional technology to enhance and extend instruction.
8. Other duties related to the improvement of student achievement as determined by the school. SPECIAL KNOWLEDGE/SKILLS Ability to evaluate instructional programs and teaching effectiveness. Knowledge of national, state, and local educational goals and objectives. Knowledge of learning theory and curriculum development. Excellent communication, public relations, and interpersonal skills. Ability to exercise excellent judgment in decision-making. Ability to facilitate various size groups using facilitative leadership skills. Ability to gather data, compile information, and prepare reports. Ability to meet deadlines under pressure. Ability to analyze data in order to make improvement recommendations LANGUAGE SKILLS : Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public. MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. PHYSICAL DEMANDS: The physical demands described here 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 and talk or hear and sometimes walk and sit. The employee from time to time may be required to lift significant amounts of weight up to and exceeding 25 lbs. Such requirements would include, but are not limited to: lifting students, some of whom are of significant weight and age, and may also include lifting items such as wheelchairs and equipment. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
Job tags
Salary
