Job Abstract

SUMMARY DESCRIPTION:
Under direction of the Supervisor of Physical Disabilities and the High Incidence Accessible Technology (HIAT) team leader, the HIAT special education teacher provides consultation, training, and instructional support to ensure students with disabilities have timely access to their required assistive technology and accessible educational materials (AEM) in order to gain benefit from their grade level curriculum. In addition, the HIAT special education teacher works with school-based and central office teams to support compliance with related state and federal regulations pertaining to accessibility reviews of products and content, integration of Universal Design for Learning (UDL) into instructional content and teaching, and consideration, trial and implementation of assistive technology. Assists in the development of Individual Education Programs (IEP).

CERTIFICATE LICENSE:
Meets Maryland State Department of Education certification requirements for Standard Professional Certification I (SPC I) in special education.

KNOWLEDGE, SKILLS, and ABILITIES

A strong ability to model best practices of assistive technology consideration, trial, and implementation, including the SETT Framework. The ability to plan and deliver adult professional learning, including teaching of CPD courses and professional development workshops, both during and outside of the duty day. Demonstrated leadership skills and effective communication and teamwork across disciplines are essential. Proficiency in using technology for productivity and the ability to quickly learn new tools. The candidate must have knowledge and skill with adult learning and coaching, particularly regarding technology, and should be innovative in exploring its features. Knowledge of dyslexia, reading and writing research, and other curricular areas. The candidate should pursue continuous professional learning beyond mandatory offerings.

EDUCATION, TRAINING, and EXPERIENCE

The candidate should have a minimum of five years of successful teaching experience and evidence of instructional leadership, such as roles like team leader or resource teacher. Experience in presenting and modeling exemplary teaching behaviors to adult learners in workshops, seminars, and/or college courses. Preferred experience includes serving on a school leadership team and successful completion of programs like Studying Skillful Teaching or Observation and Analysis of Teaching. Knowledge of K-12 curriculum, principles of adult learning, Universal Design for Learning are essential. The candidate should be well-versed in IEP development, learning theory, differentiated instruction, co-teaching models, with a solid understanding of IDEA and related policies. Ability to independently problem-solve, schedule activities, and effectively assess student performance in various areas is also required.