] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → TEACHER, ITINERANT RESOURCE, DEPARTMENT OF SPECIAL EDUCATION SERVICES (DSES)

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Teacher, Itinerant Resource, Department of Special Education Services (DSES)

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Teacher, Special Education CODE: 1034 SQ/OQ: Not Applicable
WORKING TITLE: Teacher, Itinerant Resource, Department of Special Education Services (DSES) GRADE: AD MONTHS: 10
SUMMARY DESCRIPTION OF CLASSIFICATION: 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.
MINIMUM QUALIFICATION STANDARDS
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.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland State Department of Education certification requirements for an Advanced Professional Certificate (APC) in special education.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Some night meetings may be required.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Provides instructional support to both special education and general education teachers.

Interprets formal, informal, and classroom-based assessment for students with disabilities in order to assist in instructional decisions designed to improve student achievement in the LRE.

Collects data on student performance so as to improve student outcomes and direct instruction. Administers and interprets formal assessments.

Assists with the selection and adaptation of materials to assist students with disabilities to access the general education curriculum.

Participates in the development and implementation of professional learning opportunities designed to advance teacher knowledge in the areas of instruction, best practices, differentiated instruction, co-teaching models, best practices for paraeducators, and other information as may be necessary for effective classroom instruction and programming for students with disabilities.

Leads and manages assigned department projects.

Participates in DSES activities and special projects as assigned.

Performs related duties consistent with the scope and intent of the position.
Class Established: 8/82
Date(s) Revised: 7/07, 1/08, 3/2017
Last Reviewed:

This description may be changed at any time.