SUMMARY DESCRIPTION:
Under direction of the special education supervisor, the itinerant resource teacher provides instructional supports to students and staff. Facilitates collaboration between school-based general and special education teachers in order to support instruction for students with disabilities. Assists in the development of professional learning activities designed to improve student achievement.
CERTIFICATE LICENSE:
Meets Maryland State Department of Education certification requirements for an Advanced Professional Certificate (APC) in special education.
SUMMARY DESCRIPTION:
Under direction of the special education supervisor, the itinerant resource teacher provides instructional supports to students and staff. Facilitates collaboration between school-based general and special education teachers in order to support instruction for students with disabilities. Assists in the development of professional learning activities designed to improve student achievement.
CERTIFICATE LICENSE:
Meets Maryland State Department of Education certification requirements for an Advanced Professional Certificate (APC) in special education.
KNOWLEDGE, SKILLS, and ABILITIES:
Knowledge of the Montgomery County Public Schools curriculum, and MCPS special education program. Thorough knowledge of Individualized Education Program (IEP), learning theory, differentiated instruction, co-teaching models, best practices for paraeducators, data collection, best instructional practices, research-based reading instruction, assessment, Individuals with Disabilities Education Act (IDEA 2004), Every Student Succeeds Act (ESSA) , and state and federal policies and procedures related to special education. Successful experience in the development and implementation of professional learning activities for school-based, county-wide staff, and teaching adult learners. Ability to provide instructional support and assist in the development and implementation of IEPs in the Least Restrictive Environment (LRE). The ability to work well with students with disabilities, teachers, administrators, and parents of students with disabilities. Ability to appropriately adapt instructional programs and materials, collect instructional data for the decision-making process. Ability to lead and manage department projects. Excellent oral, written, and organizational skills.
EDUCATION, TRAINING, and EXPERIENCE:
Masters degree or master¿s equivalency in special education from an accredited college or university. Certification in a content area is desirable. At least five years of successful classroom experience as a special education teacher. Must be fluent in learning theory, differentiated instruction, developmental reading, child development, and assessment. Must be able to support teachers with the development of precise Functional Behavioral Assessments and effective Behavioral Intervention Plans. Experience in developing and providing professional learning activities for adult learners. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.