SPED TEACHER'S NEEDED IN NEW ORLEANS - JAN START (#555332551)

Education | New Orleans, Louisiana |
Maxim Healthcare Staffing is seeking a Special Education Teacher in New Orleans. The SPED Teacher implements the daily instructional plans of the classroom teacher in an effective manner. The Teacher maintains a class environment favorable to learning and personal growth and establishes effective rapport with pupils while maintaining proper classroom management. The Teacher works effectively with the building administrator and other teachers.

Maxim Staffing is seeking IN-PERSON SPED Teachers

- Remainder of 22-23' School Year Contract | 20 week contract
- Start date 1.3.23
- Full Time position (ES, MS, and HS openings)
- Teaching Certification Required
- M-F | No Weekends!
- Competitive pay
- Full Benefits
- ASAP start

Apply today to have a recruiter contact you!


SPED Teacher

SCOPE OF RESPONSIBILITIES:

Promote the mental, physical, emotional and social growth of the student through remediation and rehabilitation of disabilities resulting from physical, emotional and learning deficits.



PERFORMANCE RESPONSIBILITIES/ESSENTIAL FUNCTIONS:

1. Uses available instructional materials and a variety of techniques in providing opportunities for student achievement and development.

2. Demonstrates knowledge and application of subject matter.

3. Keeps accurate, neat records including class lists, attendance, health records, roll books, report cards, I.E.P.'s and permanent folders.

4. Maintains an attractive classroom, reporting unsafe conditions when repairs are needed.

5. Develops and implements proper classroom management techniques.

6. Completes reports, assignments and records accurately and punctually.

7. Collects lunch and/or activity monies as may be necessary.

8. Plans and prepares for classes, submitting lesson plans which reflect students' individualized I.E.P. goals and objectives on a weekly basis.

9. Reports regularly and punctually to assigned work locations and reports promptly for all assigned duties.

10. Provides assistance for the medical and physical needs of disabled students after proper training is provided.

11. Notifies the principal or designated person of impending absence.

12. Supplies substitutes with adequate plans and materials.

13. Maintains properly the books and equipment assigned to the class.

14. Becomes knowledgeable of methods, programs, curriculum guides, procedural bulletins, and available resources in the system.

15. Exhibits self-control and decorum for student emulation.

16. Cooperates with school-based and central office personnel.

17. Encourages parent interest and is available for conferences in order to keep the parent informed of the student's progress and needs.

18. Shows evidence of professional growth, participates in inservice training and contributes to faculty meetings and/or faculty studies.

19. Conforms to Louisiana law concerning the education, health, safety and welfare of assigned students.

20. Assists in the development and implementation of quality education in Jefferson Parish Public Schools.

21. Participates actively in the evaluation process.

22. Develops or updates each child's I.E.P. on or before the anniversary date according to state guidelines.

23. Refers special education students for re-evaluation according to state and parish procedures.

24. Assesses each child's strengths and weaknesses in the educational, physical/motor/social, self-help, speech/language, and art/craft areas.

25. Assesses and evaluates each student's progress on a regular basis to maintain a file of each student's work.

26. Completes periodic progress reports to parents which reflect specific progress toward I.E.P. goals and objectives.

27. Performs all other duties assigned by the principal.



WORK ENVIRONMENT/HOURS WORKED:

The special education teacher will work in a school setting, climate controlled environment adhering to School Board energy policy and in the outside areas which are subject to climate extremes. Work day consists of teacher hours at assigned school site according to bargaining unit agreement.







COMMUNICATION SKILLS:

Communication must be in Standard English both orally and in writing. Communication must be commensurate with age and skill of listener. Must be able to accurately compile and access data, summarize information, and provide written report to supervisor.



EQUIPMENT USED:

Telephone, audio-visual equipment, classroom computer, and copy machine.



PHYSICAL INVOLVEMENT:

Standing, walking, reaching, bending, and lifting is sometimes required. Must be able to operate classroom equipment. Must be able to physically transfer, restrain or position special education students as required.





MENTAL INVOLVEMENT:

Must be able to plan and implement appropriate individualized education programs for disabled students. Must be able to understand and interpret written and verbal instructions. Must keep accurate up-to-date student records. Must be able to comply with state and parish special education regulations. Must be able to utilize effective classroom management techniques.

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HUMAN RELATIONS INVOLVEMENT:

Must be able to empathize with families of disabled students. To supervise and direct paraprofessionals. Must be able to respond positively to supervisor and accept suggestions for improvement. Must interact compatibly in group settings, staffing, etc. with other professionals, parents and teachers.

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MINIMUM QUALIFICATIONS:

1. College Degree

2. Valid Louisiana Teaching Certificate

3. Certificate in Special Education

4. Mild/Moderate/Generic or specific area(s) served.



DESIRABLE QUALIFICATIONS:

Prior experience in working with mild/moderate disabilities in educational setting.

CODE: A:SpEdTeacherMildModerate.School

Louisiana Components of Effective Teaching

Domain I: Planning

Planning is an important aspect of the teaching/learning process and is primarily a mental activity. As a result, a pre-conference is essential to discuss plans and the learning environment. Assessment should be made following the pre-conference. The focus of the pre-conference is to be on the attributes in the planning domain and any additional teacher-supplied information. Daily written plans should follow local policy. It is the recommendation of this panel that written planning does not go beyond what is required by the local school district.

Component A. The teacher plans effectively for instruction.

1. Specifies learner outcomes in clear, concise objectives

2. Includes activity/activities that develop objectives

3. Identifies and plans for individual differences

4. Identifies materials, other than standard classroom materials, as needed for lesson

5. States method(s) of evaluation to measure learner outcomes

6. Develops and Individual Education Plan (IEP), ITP, and/or IFSP (SpEd Intern Teachers Only)

Domain II: Management

Management is the organization of the learning environment and maintenance of student behavior. Focus should be placed on teacher behavior.

Component A. The teacher maintains an environment conducive to learning.

1. Organizes available space, materials, and/or equipment to facilitate learning

2. Promotes a positive learning climate

Component B. The teacher maximizes the amount of time available for instruction.

1. Manages routines and transitions in a timely manner

2. Manages and/or adjusts allotted time for activities planned

Component C. The teacher manages learner behavior to provide productive learning opportunities.

1. Establishes expectations for learner behavior

2. Uses monitoring techniques to facilitate learning

Domain III: Instruction

The teacher, as the knowledgeable professional, is the person best-suited to determined effective instruction for his/her classroom.

It is the responsibility of the observer to discuss the lesson with the teacher for clarification. It is important that the observer

understand that variations in the lesson may occur during delivery and that the teacher makes adjustments as necessary to accommodate the needs and responses of students. The post-conference should provide an opportunity for the teacher to present his/her rationale for any modifications during the lesson.

The observer must take into account the individual plans of Act 504, special education regulations, and any other identifiable groups. Alternate methods of assessment musy be developed for other professionals holding teaching certificates (i.e., librarians, counselors, speech therapists, and assessment teachers).

Component A. The teacher delivers instruction effectively.

1. Uses techniques(s) which develop(s) lesson objective(s)

2. Sequences lesson to promote learning

3. Uses available teaching material(s) to achieve lesson objective(s)

4. Adjusts lesson when appropriate

5. The teacher integrates technology into instruction

Component B. The teacher presents appropriate content.

1. Presents content at a developmentally appropriate level

2. Presents accurate subject matter

3. Relates relevant examples, unexpected situations, or current events to the content

4. Answers questions correctly and/or directs students to additional sources (i.e., references, labs, learning centers, etc.)

5. The teacher integrates technology into instruction.

Component C. The teacher provides opportunities for student involvement in the learning process.

1. Accommodates individual differences

2. Demonstrates ability to communicate effectively with students

3. Stimulates and encourages higher order thinking at the appropriate developmental levels

4. Encourages students participation

Component D. The teacher demonstrates ability to access and facilitate student academic growth.

1. Consistently monitors ongoing performance of students.

2. Uses appropriate and effective assessment techniques

3. Provides timely feedback to students regarding their progress

4. Produces evidence of student academic growth under his/her instruction

Domain IV: Professional Development

Professional development is not a performance component. It provides the opportunity for the teacher to use the evaluation process as a professional development plan. Just as children use different modes of learning, teachers also need to use a variety of channels to achieve professional development. The professional development plan may include a variety of ways in which teachers can engage in growth activities. The successful teacher shall not be mandated to participate in any one specific growth activity.

During the post-observation conference, the principal/designee and the teacher will set a date to discuss the proposed professional self-development plan for the teacher.

Component A. The experienced teacher plans for professional self-development.

Component B. The new teacher plans for professional self-development.

Domain V. School Improvement

Component A. The teacher takes active role in building level decision making

1. Participates in grade level and subject area curriculum planning and evaluation

2. Serves on task forces and decision making committees, when appropriate

3. Implements school improvement plan

Component B. The teacher creates partnerships with parents/caregivers and colleagues

1. Provides clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning

2. Encourages parents/caregivers to become active partners in their children=s education and to become involved in school and classroom

3. Seeks community involvement in instructional program