Teacher

The School District of Philadelphia is committed to becoming the fastest improving District in the country and transforming the educational opportunities it offers to our city’s more than 200,000 students. The District seeks leaders who have a passion for working with schools and communities who are committed to ensuring all students achieve. Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?

Job Summary

Serves in a support capacity regardingspecial education and serves as the designee for special education compliance, student and parent concerns and interagency collaboration. Supports and facilitates differentiated and rigorous instruction for special education. Works with school staff to connect the core curriculum, specially designed instruction, inclusive practices, and interventions to the academic goals of students’ Individualized Education Program (IEPs). Supports staff in developing functional behavioral assessments and behavioral support plans. Coordinates and communicates with related service providers, other support staff and parents regarding programs and services. Receives ongoing-targetedprofessional development with the expectation of providing turnaround training and support at the school level.

Essential Functions

•Serve as a member of the central office special education support team as it pertains to supporting special education initiatives, teaching and achievement.

•Develops models of service delivery to students with disabilities, for example, inclusion, and co-teaching.

•Supports in the coordination of all initial placement activities and transition meetings and processes involving other schools, regions, central office, and the state.

•Participates in the Multi-Tiered Systems of Support (MTSS) team or maintains communication between the MTSS team and psychologist (Permission to Evaluate (PTE) and gifted PTE checklists.

•Participates on a multi-disciplinary team that includes professional and nonprofessional staff members; collaborates with team members in the planning and implementation of a comprehensive education program for students.

•Attends all Special Education Compliance Monitor (SPECM) meetings and provides information/training to school staff; participates in interagency meetings.

•Supports schools in identifying appropriate programs and/or services for students identified as eligible for special education services.

•Develops and communicates to appropriate staff members a schedule of reevaluations and Individualized Education Programs (IEPs) due; conducts observations for reevaluations.

•Provide quarterly combined monitoring reports to the Office of Specialized Services; maintains the Penn Data reports.

•Disseminates compliance lists to special education teachers; monitors corrective action procedures Creates a classroom environment that promotes learning.  Assists in developing and assigning caseloads, focusing on the Least Restrictive Environment (LRE); ensures that caseloads meet state requirements.

•Disseminates information regarding the various support services available in the school.

•Maintains a list of students with an Intellectual Disability to ensure that the two-year reevaluation timeline and specific disciplinary exclusions are followed.

•Provides support as directed by Directors and Leadership for potential litigation matters.

•Coordinates documentation for pre-hearings, due process hearings and out of District placements.

•Maintains a list of students requiring 1\:1 support, District-provided or Therapeutic Support Staff (TSS).

•Coordinates state, local and alternate testing.

•Maintains a consistent focus on teaching and learning to standards across all content areas.

•Provides training at assigned schools and district-wide.

•Supports staff in developing functional behavioral assessments and behavior support plans.

•Provides direct assistance to school staff through lesson demonstration, observation, constructive feedback and coaching; identifies systems for ongoing teacher support.

•Reviews, selects and adapts course materials for a variety of staff development sessions.

•Works with Transportation Services as needed.

•Supports school teams with and provides technical assistance for compliance monitoring.

The School District of Philadelphia is committed to becoming the fastest improving District in the country and transforming the educational opportunities it offers to our city’s more than 200,000 students. The District seeks leaders who have a passion for working with schools and communities who are committed to ensuring all students achieve. Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?

Job Summary

Serves in a support capacity regardingspecial education and serves as the designee for special education compliance, student and parent concerns and interagency collaboration. Supports and facilitates differentiated and rigorous instruction for special education. Works with school staff to connect the core curriculum, specially designed instruction, inclusive practices, and interventions to the academic goals of students’ Individualized Education Program (IEPs). Supports staff in developing functional behavioral assessments and behavioral support plans. Coordinates and communicates with related service providers, other support staff and parents regarding programs and services. Receives ongoing-targetedprofessional development with the expectation of providing turnaround training and support at the school level.

Essential Functions

•Serve as a member of the central office special education support team as it pertains to supporting special education initiatives, teaching and achievement.

•Develops models of service delivery to students with disabilities, for example, inclusion, and co-teaching.

•Supports in the coordination of all initial placement activities and transition meetings and processes involving other schools, regions, central office, and the state.

•Participates in the Multi-Tiered Systems of Support (MTSS) team or maintains communication between the MTSS team and psychologist (Permission to Evaluate (PTE) and gifted PTE checklists.

•Participates on a multi-disciplinary team that includes professional and nonprofessional staff members; collaborates with team members in the planning and implementation of a comprehensive education program for students.

•Attends all Special Education Compliance Monitor (SPECM) meetings and provides information/training to school staff; participates in interagency meetings.

•Supports schools in identifying appropriate programs and/or services for students identified as eligible for special education services.

•Develops and communicates to appropriate staff members a schedule of reevaluations and Individualized Education Programs (IEPs) due; conducts observations for reevaluations.

•Provide quarterly combined monitoring reports to the Office of Specialized Services; maintains the Penn Data reports.

•Disseminates compliance lists to special education teachers; monitors corrective action procedures Creates a classroom environment that promotes learning.  Assists in developing and assigning caseloads, focusing on the Least Restrictive Environment (LRE); ensures that caseloads meet state requirements.

•Disseminates information regarding the various support services available in the school.

•Maintains a list of students with an Intellectual Disability to ensure that the two-year reevaluation timeline and specific disciplinary exclusions are followed.

•Provides support as directed by Directors and Leadership for potential litigation matters.

•Coordinates documentation for pre-hearings, due process hearings and out of District placements.

•Maintains a list of students requiring 1\:1 support, District-provided or Therapeutic Support Staff (TSS).

•Coordinates state, local and alternate testing.

•Maintains a consistent focus on teaching and learning to standards across all content areas.

•Provides training at assigned schools and district-wide.

•Supports staff in developing functional behavioral assessments and behavior support plans.

•Provides direct assistance to school staff through lesson demonstration, observation, constructive feedback and coaching; identifies systems for ongoing teacher support.

•Reviews, selects and adapts course materials for a variety of staff development sessions.

•Works with Transportation Services as needed.

•Supports school teams with and provides technical assistance for compliance monitoring.

Minimum Requirements

•Master’s degree from an accredited college or university.

•Five years of full-time, paid professional experience as an appointed, certified, special education teacher.

Knowledge, Skills and Abilities  Demonstrated knowledge of\:

othe modern methods, principles, and practices of special education. o core curriculum, specially designed instruction and inclusive practices.

ofederal and state special education regulations, consent decrees and District policies. o District data systems, in particular SchoolNet, EasySystem and the District’s student information system.

ostate, local and alternate assessments.

oresearch-based interventions and standards-based IEPs.

•Demonstrated skill in\:

oresearch-based interventions.

odeveloping functional behavior assessments and positive behavior support plans.

ocollecting, analyzing and using data to develop and implement standardsaligned IEPS.

•Demonstrated ability to\:

oprovide interventions and support differentiation.

odesign and facilitate school led workshops for staff development on instructional and regulatory topics.

osupport the writing and interpretation of evaluation reports. o communicate effectively, both orally and in writing.

oestablish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

Certificates/Licenses

 Possession of a valid Commonwealth of Pennsylvania Certificate to teach special education.

Minimum Requirements

•Master’s degree from an accredited college or university.

•Five years of full-time, paid professional experience as an appointed, certified, special education teacher.

Knowledge, Skills and Abilities  Demonstrated knowledge of\:

othe modern methods, principles, and practices of special education. o core curriculum, specially designed instruction and inclusive practices.

ofederal and state special education regulations, consent decrees and District policies. o District data systems, in particular SchoolNet, EasySystem and the District’s student information system.

ostate, local and alternate assessments.

oresearch-based interventions and standards-based IEPs.

•Demonstrated skill in\:

oresearch-based interventions.

odeveloping functional behavior assessments and positive behavior support plans.

ocollecting, analyzing and using data to develop and implement standardsaligned IEPS.

•Demonstrated ability to\:

oprovide interventions and support differentiation.

odesign and facilitate school led workshops for staff development on instructional and regulatory topics.

osupport the writing and interpretation of evaluation reports. o communicate effectively, both orally and in writing.

oestablish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

Certificates/Licenses

 Possession of a valid Commonwealth of Pennsylvania Certificate to teach special education.