Skills, Knowledge, and Abilities 

SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; facilitating program goals; organizing and communicating information and concepts; solving problems; organizing and coaching; and facilitating professional development;  communicating effectively with students and other stakeholders. 

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios;  read technical information, compose a variety of documents, and/or facilitate group discussions; and understand multi-step written and oral instructions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: a strong understanding of IDEA, and Utah Content Standards; demonstrated knowledge of literacy and math content; demonstrated knowledge and use of effective instructional research, pedagogy, and technology for all learners including students with disabilities, economically disadvantaged, or limited in English proficiency. Classroom management and behavior management strategies. 

ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize job-related equipment. Problem-solving is required to analyze issues and create action plans. Problem-solving with data frequently requires independent interpretation of guidelines, and problem-solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: gathering, collating, and/or classifying data; communicating with persons of varied educational and cultural backgrounds; working with individuals and collaborative teams; dealing with frequent interruptions; meeting deadlines and schedules; providing leadership, direction, and team building; providing opportunities for the exchange of ideas; setting priorities; scheduling activities and/or meetings. Flexibility is required to work with others; work with data utilizing different and similar processes; and operate standard office equipment including relevant software applications. 

Responsibility 

Responsibilities include: working independently under broad organizational policies to achieve organizational objectives; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization’s services. 

Work Environment 

The usual and customary methods of performing the job's functions require the following physical demands:  occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 0% sitting, 0% walking, and 0% standing. This job is performed in a generally clean and healthy environment.

Experience: Job-related experience within a specialized field (for at least 2 years) with increasing levels of responsibility is required.

Purpose Statement 

The job of Elementary SPED Teacher Leader is done for the purpose/s of providing compliance support to school administration and the District Special Education Department in order to improve special education compliance and the outcomes for students with disabilities.  The job involves performing all essential functions designed to ensure that eligible students with disabilities" receive FAPE that emphasizes special education and related services designed to meet the child's individual needs and that prepare the child for further education, employment, and independent living" (IDEA, 2004). 

This job is distinguished from similar jobs by the following characteristics: This position is in addition to the base employee contract. It is similar to a department chair assignment. It is not a guaranteed assignment. It requires a current SPED license and a proven track record of success and competency in SPED Instruction, compliance, and communication. This position also requires working additional days/time beyond the traditional contract. This job reports to the Building Principal and Director of Special Education.