TEACHER-ESE SUPPORT FACILITATOR

POSITION GOALIn accordance with the Course Code Directory definition of support facilitation, this position is to provide support to students with disabilities, their general education teachers, and their ESE teachers to promote inclusion of students with disabilities in the general education curriculum.ESSENTIAL PERFORMANCE RESPONSIBILITIES The Exceptional Student Education (ESE) Support Facilitator shall carry out the performance responsibilities listed below. This position does not have any supervisory responsibilities. When serving in this role, the Support Facilitator shall not be identified or serve as the teacher of record except when teaching a specified Exceptional Student Education course, for the entire class period, or if teaching an extra period in addition to the ESE Support Facilitator responsibilities. When the Support Facilitator serves in a split assignment, the individual shall adhere to the responsibilities of each role as guided by an assignment schedule provided by the local school administration. May serve as a member of Individual Educational Plan (IEP) meetings. Provide support for students with disabilities to enhance their achievement in the general education class setting through cooperative consultation and co-teaching. Transition between two or more general education classrooms, while collaborating with general education teachers and assisting students with disabilities. Provide the level and frequency of support needed, based upon the general educatorsâ and the studentsâ need for assistance. Arrange for alternative classroom and testing accommodations for students with disabilities. Develop, adapt and assist in creating curriculum and test materials to meet the needs of teachers and students, such as standards based instruction and modified curriculum. Model small group instruction to students with disabilities in general classes, as well as in pullout settings. Provide consultation services to general education teachers on best practices related to instruction of students with disabilities as well as specific, differentiated instructional strategies for use with individual students in accordance to their IEP. Document the provision of services outlined on the IEP for students on their caseload using the Districtâs electronic management system. Prepare progress reports for students on their caseload quarterly in accordance with the end of each quarter. Monitor and evaluate student progress towards IEP goals by maintaining consistent data collection. Perform and promote all activities in compliance with the equal employment and non-discrimination policies of The School Board of Broward County, Florida. Participate in the training programs offered to enhance the individual skills and proficiency related to the job responsibilities ( Florida Inclusion Network/Florida Diagnostic and Learning Resources System). Review current developments, literature and technical sources of information related to job responsibilities. Ensure adherence to safety rules and procedures. Follow federal and state, as well as School Board policies. Perform other duties as assigned by the School Principal or designee. MINIMUM QUALIFICATIONS & EXPERIENCE An earned bachelor's degree from an accredited institution. Certified by the State of Florida in any area of Exception Student Education. Knowledge in the following: regular curriculum, modified (ESE) curriculum, assessments, and classroom accommodations and modifications. Ability to work well with general educators, parents and ESE teachers, as well as team up with regular and ESE teachers in a co-teaching setting, in both academic and non-academic classes. Ability to communicate with school staff to carry out cooperative consultation on fully mainstreamed students with disabilities. Knowledge of varying teaching methodologies. Technology skills are required for the position. PREFERRED QUALIFICATIONS & EXPERIENCE An earned bachelor’s degree from an accredited institution. A minimum three (3) years of successful experience working with students with disabilities. Bilingual skills. SIGNIFICANT CONTACTS-frequency, contact, purpose Provide support to general education teachers and students with disabilities to provide consultative and/or direct instruction, as identified through each students IEP. PHYSICAL REQUIREMENTS Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects. TERMS OF EMPLOYMENT ***PART-TIME*** Salary and benefits shall be paid consistent with the District's approved compensation plan. Length of the work year and hours of employment shall be those established by the School Board.