JOB TITLE:                                      SPED Gifted Teacher/Facilitator - Elementary

 

Supervisor:                   Director of Exceptional Student Services

 

Salary Schedule:           Teacher depending on licensure level   

 

Terms of Employment: 188 Day 

 

JOB SUMMARY:

Facilitate the implementation and delivery of special education services and the documentation of those services at the assigned school site(s) to be incompliance with state and federal guidelines and district policies.

QUALIFICATIONS:

• BS or BA in Special Education, MA in SpEd is preferred, but not required
• Valid/current New Mexico teaching license with appropriate endorsement.
• Experience and knowledge of district special education IEP procedures/regulations is required, as is adherence to all procedures.
• A perspective of serving each student’s individual needs regardless of difficult situations is essential. Applicants with these qualities will have preference, even should they not have a degree in Special Education.

REPORTS TO:

Building Administrator and Director Exceptional Student Services; Issues may be addressed by one or both depending on the issue.

 

PERFORMANCE RESPONSIBILITIES:

Facilitator

• Schedule IEP meetings three to four weeks in advance in most cases. Meeting with less than a 2 week motive will be kept to a minimum (discipline/placement emergencies only). Requests for invitations will be emailed to the Special Education Office at least 2.5 weeks prior to the meeting.
• Collaborate with other facilitators in scheduling diagnosticians and district ancillary staff by use of the district calendar.
• Invite all appropriate IEP team members in a timely fashion and as district procedure dictates, making sure all members are in attendance for the entire meeting.
• Work to keep teachers in the classroom by keeping meetings as short as possible, making sure case managers have all draft information in the document prior to the meeting and working during prep periods and specials as much as is feasible; keeping the parent’s schedule in mind as well.
• Complete the IEP document according to state and federal regulations and district policy and as directed by the Special Education Director
• Facilitate IEP meetings to ensure that all staff, but especially parents, have a voice in all decisions.
• Make sure the Prior Written Notice is edited to meet requirements as established by regulation, procedures and directives.
• Complete any other required paperwork as requested by the office of the Director of Special Student Services or building administrator
• Maintain positive relationships with all staff, but especially ancillary, Special Education office staff, and case managers.
• Act as liaison between parents, students and staff and the district to promote effective communication and facilitate positive relationships
• Meet all required reporting (and other) timelines as required
• Pick-up/return all files from the Office of Special Education by the end of each day
• Manage a caseload of students as appropriate. (May be determined by administration)
• Oversee the modifications/accommodations as required by each student’s IEP to make sure all appropriate staff is informed and are implementing those modifications and accommodations
• Oversee site special education programs to make sure they are appropriate and report any concerns to the building administrator &/or the Director.
• Assure that all required progress reports from school staff are completed and sent to the Special Student Services Office according to reporting deadlines. Report any difficulties to site administrator for resolution
• Act as a resource to staff regarding special education issues
• Make sure all IEP’s are being implemented as written and the school staff are in compliance. This may require checking on case manager effectiveness and working with the site administrator and/or Director of Special Education as appropriate
• Assure that all IEP’s and evaluations are current and in compliance
  Maintain appropriate files and confidentiality
• Attend all facilitator meetings and trainings as requested in order to remain knowledgeable about current regulations and policies
• As needed, use Special Education Office staff as resources to address questions or issues
• Hold informational meetings for site special education staff under the supervision and direction of administration
• Review and assign caseloads for school site staff as appropriate and as directed by administration
• Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms
• Strive to maintain and improve professional competence
• Attend staff meetings and serve on committees as appropriate to the individual school site or district
• Give support to parents by providing resources to further the health and education of their child
• Collaborate with all outside therapists (physical, occupational, psychologists, and counselors) and government agencies that are involved in the student’s life, and as required by transition guidelines/procedures.
• Complete all duties or responsibilities assigned (morning, lunch, bus) by school site
• All other duties as assigned

 

Reasoning ability:

Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.

Ability to deal with problems involving several concrete variables in standardized situations.

 

Machines, Tools, and Equipment

Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. (Various machines and equipment including but not limited to computer, iPad, printer, scanner, copier, Apple TV, and microwave oven.)

 

Safety and Health

Knowledge of universal hygiene precaution (blood borne pathogens, body fluids, etc.)

 

Worker Traits and Aptitudes

• Ability to understand and follow oral and written instructions;
• Motor coordination required: eyes, hands, and finger coordination when operating machines and equipment essential to the job. 
• Manual and finger dexterity required for operating machines and equipment precisely.
• Adaptability to perform required tasks in a complex office operation with multiple demands from several sources.

 

Physical Requirements

Walking, standing, sitting, bending, kneeling and squatting, climbing stairs, speaking and listening, reaching with hands and arms, having full mobility of fingers/hands to finger, handle or feel, close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus, carrying, lifting, and moving up to 25 pounds and/or moving light furniture may be required. 

Reasonable (ADA) accommodations may be made to enable individuals with disabilities to perform the essential functions if mutually agreed on and if those accommodations do not create an undue hardship upon the district.

 

Working Conditions

Mental Demands/Physical Demands/Environmental Factors:

1. Maintain emotional control under stress, work with frequent interruptions.
2. Some districtwide and statewide travel possible. 
3. Occasional prolonged and irregular working hours.

 

Work Environment

Must be able to work within various degrees of noise and temperature.  Interruptions of work are routine.  Flexibility and patience are required.  Must be self-motivated and able to complete job assignments without direct supervision.  After hour work may be required.  May make site visits as needed.  May work under stressful conditions on occasion.

 

Terms of Employment

Salary and work year according to current schedule and calendar.

 

Evaluation

Performance of this job will be evaluated in accordance with administrative procedures and established contractual protocols. Primary evaluator(s) will be the building administrator(s). Secondary evaluator will be the Director of Special Education unless the position.