Special Education Lead Teacher/Coach

SUMMARY

The Special Education Lead Teacher / Coach serves as the training point person for the Special Education teachers. This position collaborates with the Special Education Supervisor and the Education Director / Executive Director of Educational Services to design and deliver trainings in accordance with identified training and certification needs and regulatory requirements. The Special Education Lead Teacher / Coach delivers training using the best practices of adult learning and trains staff to the identified level of the project outcome. This position provides leadership, consultation, and support in the area Special Education, fostering leadership qualities and classroom management.

ESSENTIAL FUNCTIONS

• Collaborates and responds to staff by seeking input, providing guidance, and responding to concerns surrounding Special Education, leadership within the classroom and classroom management, procedures, and best practices.
• Leads needs assessments to diagnose problems, establishes educational goals of assigned area and helps connect teachers to appropriate resources to aid them in their problem-solving efforts.
• Develops strong partnerships with Special Education teachers and the Training Department team members to ensure the development and delivery of relevant and effective training within their assignment.
• Provides leadership and support for other teachers and classroom staff in working within their assigned environment.
• Mentors and provides support for the Special Education Teacher in conjunction with the Special Education Supervisor and the Education Director / Executive Director of Educational Services
• Plans with, collaborates with, and supports teachers and provides specific strategies for instructional delivery with evidenced-based strategies and interventions to improve achievement for all students.
• Co-teaches and/or models lessons as needed to support teacher development.
• Provides coaching to all team members in a supportive and collaborative manner, and receives and implements coaching from others to improve performance.
• Designs and develops training programs, with assistance from the Training and the Quality department team members, as needed, in accordance with identified training needs and regulatory requirements specific to learning environment.
• Actively monitors content for alignment and modifies as needed, keeping teachers and classroom staff in the loop of research and best practices.
• Delivers training content, monitors effectiveness across various levels and adjusts as data indicates.
• Reports the results of training to the Special Education Supervisor and Education Director / Executive Director of Educational Services and provides a synthesis of these results to teachers and classroom staff.
• Tracks, monitors, and reports on employee training records, including, but not limited to remediation needs, annual required trainings, induction-related training, and on-going training in collaboration with the Special Education Supervisor and the Education Director.
• Provides coverage for teachers for planning time and/or meetings and serves as substitute teacher when needed
• Completes other duties as assigned.

PHYSICAL DEMANDS

The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. The following positions or frequent movements are typical of the job: sitting, walking, standing, reaching, pushing, pulling, lifting, stooping, and crawling, often for extended periods of the workday. Assignment may require the ability to physically move clients during possible physical interventions to maintain a safe learning environment.

The position requires that an individual be able to learn new tasks quickly and effectively. Job requirements may change frequently. The ability to understand and carry out detailed, involved, instructions is mandatory. The incumbent must be able to travel to multiple locations as needed, when needed to conduct organizational business. This position is subject to inside environmental conditions.

EXPECTED SCHEDULE

This is a full-time position with a minimum 40-hour workweek expectation. Days and hours of the workweek are Monday through Friday as agreed upon by management, the teacher calendar, and the training needs of the Department.

MINIMUM QUALIFICATIONS

• Master’s Degree in Special Education.
• PA Instructional II Special Education PK-12 teaching certificate required.
• Minimum 3 years of related work experience with Autism and ABA.
• Proficient use of technology, including but not limited to electronic devices, Microsoft Office products, and training-related software programs required
• Knowledge and ability to train on methodologies within the Department, within the assignment.

KNOWLEDGE AND SKILLS

• Minimum 3 years of experience implementing Applied Behavior Analysis with individuals with autism spectrum disorder required
• Experience with IEP writing software, online curricular resources, and Learning Management Systems experience preferred
• Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects
• Ability to speak effectively in interpersonal situations and before groups of people, and communicate clearly and concisely, both orally and in writing
• Ability to motivate and inspire audiences to engage in subject material
• Ability to establish and maintain effective working relationships with all employees
• Ability to perform comfortably in a fast-paced, deadline-oriented environment
• Demonstrated ability to exercise independent judgment and effectively manage multiple priorities, projects, and deadlines
• Ability to collect, compile and analyze information and assess needs to coordinate and present learning and development plans and reports
• Ability to make decisions by identifying issues, diagnosing problems, generating alternative solutions, and analyzing opportunities and risk
• Ability to independently take responsibility for projects and follow-through to completion, with minimal need for direct supervision