'24 - '25 Special Education (SPED) Teacher - Georgia (GA)

4 weeks ago


Albany, United States Soliant Full time
Minimum 1+ years special education experience required.

Details
Position Type: Full-Time
Caseload: Middle/High School, 5 students total, 1 para in the classroom, working with students with Autism and ADHD
Pay range: $32+/hr; based on experience

Responsibilities:

  • Developing and implementing individualized education plans (IEPs) for students with special needs.
  • Creating a supportive and inclusive learning environment that promotes student engagement and growth.
  • Providing differentiated instruction and adapting teaching strategies to meet the unique needs of each student.
  • Assessing and monitoring student progress, documenting achievements, and identifying areas for improvement.
  • Collaborating with other teachers, specialists, and parents to ensure effective communication and coordination of services.
  • Utilizing a variety of instructional techniques, materials, and resources to enhance student learning and engagement.
  • Incorporating assistive technology and adaptive equipment as needed to facilitate student participation and independence.
  • Monitoring and addressing students' social-emotional development, behavior management, and self-regulation skills.

Qualifications:

  • Master's degree in Special Education preferred.
  • Valid teaching certificateor credential in Special Education.
  • Familiarity with Individualized Education Programs (IEPs) and the ability to develop and implement them effectively.
  • Strong communication and interpersonal skills to collaborate effectively with colleagues, parents, and support staff.

Benefits:

  • Competitive compensation package
  • Medical, dental, vision, life and disability plans as well as 401k with employer match
  • Tax-free stipends available to those who qualify.

To set up an interview, email a copy of the respective certificate/license required to Alfonso Cameroatalfonso.camero@soliant.com after submitting your application.



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