Address
Form of workSpecial Education Teacher - KES
Pre-Kindergarten
As a Special Education Teacher in public Pre-Kindergarten, you will deliver measurable results in designing, providing and coordinating appropriate educational services for students with Individual Educational Plans. Effective communication skills are required to coordinate and oversee the work of Education Technicians, integrate related service providers, coordinate with the general education staff, and work
with families.
Reports to: Special Services Director and Building Administrators
Qualifications: Love what you do, working with students each day to assist with their educational needs. Proven professional with enthusiasm, passion, and demonstrated track record of successfully working with young children. Trained in research-based interventions and best practices for Early Childhood Special Education programming. Maine DOE Certification Endorsement - 282: Teacher of Children with Disabilities required. Must possess Maine Department of Education's Criminal History Records Check (CHRC).
Responsibilities:
The SPECIAL EDUCATION TEACHER will be expected to:
• Provide direct instruction via preparing and planning for instructional delivery using a variety of instructional techniques
• Coordinate and oversee the work of Educational Technicians
• Analyze assessment and performance data to design appropriate instruction
• Maintain Special Education paperwork as required by Maine Special Education regulations in conjunction with Child Development Services (CDS)
• Maintain in-depth knowledge of state and federal Special Education laws and regulations
• Attend Special Education staff meetings and serve on Special Education committees
• Remain up-to-date on Special Education rules and regulations
• Communicate effectively with parents, students, teachers and other related service providers
• Maintain accurate student records for the purpose of completing thorough annual reviews and three-year evaluations
• Report student progress in writing to parents on a quarterly basis or more frequently as needed
• Provide consultation and support to parents and families, as appropriate
• Remain current in the field of Special Education concerning best practices, research, and laws/regulations
• Collaborate with outside agency personnel regarding student and/or family needs, as appropriate, particularly with CDS case managers
• Monitor and analyze data for the effectiveness of individual plans, meeting goals and recommending program changes as necessary
• Exhibit excellent leadership skills
• Assume other duties and responsibilities as may be assigned by the Director of Special Services and/or building administration
Key Competencies:
• Highly organized - You rely on systems/processes to implement and document work; we can count on you to follow through, stay on top of specific tasks, and close loose ends and communication loops; you methodically document decision-making
• Effective communicator - You communicate interests effectively and professionally, internally and externally; your communications achieve desired outcome
• Resourceful - You optimize available resources and tools (internally and externally) to enhance your impact; you network proactively, and with confidence to broaden the scope of people who can serve as a resource to your students and staff
• Goals-based - You set ambitious but attainable goals for students and ensure your education technicians do the same; your goals are meaningful, and attaining them will positively impact students' progress; you monitor and report progress-to-goals with routinized discipline; you aim higher than what you think the students can achieve
• Analytical thinking - It excites you to identify multiple and creative ways to analyze, interpret, and showcase data sets; you let the data lead you versus acting on preconceived assumptions; you possess innate curiosity about the story behind the numbers; you develop instructional lessons based upon this data
• Outcomes-focused - You know how to balance respect for process with urgency of outcomes; you don't allow processes to be disconnected from urgency of outcomes; you hold yourself accountable to measurable outcomes that make a difference in students' lives
• Motivator - You inspire students, staff and family towards greater outcomes; your voice encourages others to aim higher and push harder
• Team player - You support your students and education technicians and have their backs; you approach your work with a team mentality to ensure collective success for your students.
• Relationship-oriented - You recognize the deep importance of student, staff and family relationships play in student progress; you build rapport and trust with students, staff and families
Reasonable Accommodations: RSU 21 will provide accommodations to an individual with a disability, as defined by the Americans with Disabilities Act (ADA) or applicable law, who has made the district aware of their disability, unless doing so would cause an undue hardship to the district.
Terms of Employment: Regular school year for professional teachers, salary and benefits to be established by the Board.
Evaluation: Performance of this job will be evaluated by the building administrator or team leader.
Position will remain open until a qualified candidate is secured.
Pre-Kindergarten
As a Special Education Teacher in public Pre-Kindergarten, you will deliver measurable results in designing, providing and coordinating appropriate educational services for students with Individual Educational Plans. Effective communication skills are required to coordinate and oversee the work of Education Technicians, integrate related service providers, coordinate with the general education staff, and work
with families.
Reports to: Special Services Director and Building Administrators
Qualifications: Love what you do, working with students each day to assist with their educational needs. Proven professional with enthusiasm, passion, and demonstrated track record of successfully working with young children. Trained in research-based interventions and best practices for Early Childhood Special Education programming. Maine DOE Certification Endorsement - 282: Teacher of Children with Disabilities required. Must possess Maine Department of Education's Criminal History Records Check (CHRC).
Responsibilities:
The SPECIAL EDUCATION TEACHER will be expected to:
• Provide direct instruction via preparing and planning for instructional delivery using a variety of instructional techniques
• Coordinate and oversee the work of Educational Technicians
• Analyze assessment and performance data to design appropriate instruction
• Maintain Special Education paperwork as required by Maine Special Education regulations in conjunction with Child Development Services (CDS)
• Maintain in-depth knowledge of state and federal Special Education laws and regulations
• Attend Special Education staff meetings and serve on Special Education committees
• Remain up-to-date on Special Education rules and regulations
• Communicate effectively with parents, students, teachers and other related service providers
• Maintain accurate student records for the purpose of completing thorough annual reviews and three-year evaluations
• Report student progress in writing to parents on a quarterly basis or more frequently as needed
• Provide consultation and support to parents and families, as appropriate
• Remain current in the field of Special Education concerning best practices, research, and laws/regulations
• Collaborate with outside agency personnel regarding student and/or family needs, as appropriate, particularly with CDS case managers
• Monitor and analyze data for the effectiveness of individual plans, meeting goals and recommending program changes as necessary
• Exhibit excellent leadership skills
• Assume other duties and responsibilities as may be assigned by the Director of Special Services and/or building administration
Key Competencies:
• Highly organized - You rely on systems/processes to implement and document work; we can count on you to follow through, stay on top of specific tasks, and close loose ends and communication loops; you methodically document decision-making
• Effective communicator - You communicate interests effectively and professionally, internally and externally; your communications achieve desired outcome
• Resourceful - You optimize available resources and tools (internally and externally) to enhance your impact; you network proactively, and with confidence to broaden the scope of people who can serve as a resource to your students and staff
• Goals-based - You set ambitious but attainable goals for students and ensure your education technicians do the same; your goals are meaningful, and attaining them will positively impact students' progress; you monitor and report progress-to-goals with routinized discipline; you aim higher than what you think the students can achieve
• Analytical thinking - It excites you to identify multiple and creative ways to analyze, interpret, and showcase data sets; you let the data lead you versus acting on preconceived assumptions; you possess innate curiosity about the story behind the numbers; you develop instructional lessons based upon this data
• Outcomes-focused - You know how to balance respect for process with urgency of outcomes; you don't allow processes to be disconnected from urgency of outcomes; you hold yourself accountable to measurable outcomes that make a difference in students' lives
• Motivator - You inspire students, staff and family towards greater outcomes; your voice encourages others to aim higher and push harder
• Team player - You support your students and education technicians and have their backs; you approach your work with a team mentality to ensure collective success for your students.
• Relationship-oriented - You recognize the deep importance of student, staff and family relationships play in student progress; you build rapport and trust with students, staff and families
Reasonable Accommodations: RSU 21 will provide accommodations to an individual with a disability, as defined by the Americans with Disabilities Act (ADA) or applicable law, who has made the district aware of their disability, unless doing so would cause an undue hardship to the district.
Terms of Employment: Regular school year for professional teachers, salary and benefits to be established by the Board.
Evaluation: Performance of this job will be evaluated by the building administrator or team leader.
Position will remain open until a qualified candidate is secured.
