The Education Specialist will develop and maintain IEPs, conduct progress monitoring, and make data-driven instructional decisions to improve student outcomes. They will also collaborate with school personnel and families to support student academic, social, and behavioral needs.
Requirements summary
Candidates must possess a valid California special education teaching credential and an English Learner Authorization. A minimum of three years of experience serving students with special needs is required.
Education: Fortune School of Education is a mission-driven network of tuition-free public charter schools (TK–12), non-profit preschools, and teacher preparation programs accredited by the California Commission on Teacher Credentialing. Serving students in Sacramento and San Bernardino Counties, we prepare children for college starting in preschool and are dedicated to closing the African American achievement gap.
Our
Mission: To graduate high-achieving students of good character, prepared for college and citizenship in a democratic society.
Our
Approach:
We live by
The
Five
Pillars: High Expectations, Choice and Commitment, More Time, Focus on Results, and Citizenship.
The
Role: As a Fortune School teacher, you’ll provide a high-quality instructional program in a small-school environment where every student is known, valued, and prepared for college. You’ll build meaningful relationships with students and families, set high expectations, and uphold our shared belief that every child can and will succeed in college. What You'll Do Develop, maintain IEPs, quarterly reports, and progress monitoring for measuring goals Collect and report progress monitoring data for all student goals Conduct IEP meetings within mandated timelines Make data-driven instructional decisions to improve student outcomes Complete Quarterly Progress Reports Complete mandatory reporting as required by state and federal guidelines. Complete all special education paperwork accurately, according to regulations, and on time Develop and monitor appropriate transition plans for students of transition age Serve as a liaison and resource to Special Education Local Plan Areas (SELPA’s) Adapts lesson for the purpose of implementing the IEP goals and meeting the special needs of students. Advises parents and/or legal guardians of student progress for the purpose of supporting teachers’ expectations, developing methods for improvement, and/or reinforcing classroom goals in the home environment. Assesses students’ social needs (e.g., behavioral, motor development, communication, etc.) and academic needs (developmental level, vocational abilities, etc.) for the purpose of evaluating students and family requirements, placement, and success of the program. Collaborates with school personnel, agencies, and community agencies (e.g, social service agencies, caretakers, etc.) for the purpose of developing and modifying the program to maximize the quality of student outcomes, developing solutions, and planning curriculum. Directs instructional assistants, volunteers, and/or student aides for the purpose of providing an effective school program and addressing the needs of individual students. Instructs students with individualized special needs for the purpose of developing appropriate academic, interpersonal, and daily living skills through a defined course of study. Manages student behavior for the purpose of providing a safe and optimal learning environment. Prepares teaching materials and reports (e.g., grades, attendance, anecdotal records, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress. Reports incidents (e.g., fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to Education Code, district, and/or school policies. Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities. Participates in various meetings (e.g., individual education plan meetings, conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements.
QualificationsEducation and
Experience: The education specialist shall possess the appropriate special education credential to serve the student population. The California special education teaching credential shall be based on a bachelor’s degree and student teaching or possession of a valid intern credential as required by the California Charter School Act of 1992 and the federal No Child Left Behind Act. The credential must be appropriate for the teaching assignment. Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL).
Including, but not limited to: Multiple or Single Subject Teaching Credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern Credential with English Learner Authorization/BCLAD Emphasis, Bilingual Cross-cultural Specialist Credential, or CLAD/BCLAD Certificate. (per
Credential
Leaflet: CL-622 from California Commission on Teacher Credentialing). Three or more years of experience serving students with special needs.
Required
Knowledge,
Skills &
Abilities: Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance, and address student needs. Knowledge of appropriate special education category (learning, severely, communication, visually, and/or physically handicapped), age-appropriate teaching methods, state curriculum framework, education code, and relevant laws. Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents, and other school personnel, and meet scheduling deadlines. Significant physical abilities include lifting/carrying, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision.
Licenses,
Certifications,
Bonding, and/or
Testing
Required: Teaching Credential forthe appropriate level of instruction and/or specialty area of special education. Criminal Justice Fingerprint Clearance Working Conditions The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under minimal temperature variations and in a generally hazard-free environment.
Office environment: constant interruptions
Outdoor environment: driving a person's vehicle to conduct work, visit school sites, travel to other organizations and companies, meetings and workshops Ability to hear and comprehend speech at normal volumes. Dexterity of hands and fingers to operate a computer keyboard and other office equipment. Reasonable accommodation will be made to enable individuals with disabilities to perform essential job functions. OUTSIDE AGENCIES/RECRUITERS - We are not working with outside agencies/recruiters to fill this position. Please do reach out to us directly if you are interested. We appreciate your respect and cooperation in not engaging with attempts to place your staff with our company. Thank you for understanding our internal process and for your interest in joining our team at Fortune.
