Lead Teacher - Special Education/Resource 6th-12th Grade (2026-2027)

FLSA Status EDays of Work 190 SPARTANBURG SCHOOL DISTRICT SEVEN SOUTH CAROLINA JOB DESCRIPTION

Job Title: Lead Teacher - Special Education Resource: 6th-12th Grade

Communicates effectively with other Special Education Directors and Teachers in Spartanburg County. Meets with the Principal and Assistant Principals regularly.

Demonstrates excellent interpersonal skills needed to work effectively with students, parents, administrators, and staff. Demonstrates excellent organizational skills. Demonstrates leadership skills. Ability to meet deadlines. Demonstrated ability to work well with students, staff, and parents in a professional manner. Excellent writing and communication skills. Proficient in Word, Excel, PowerPoint, Google Classroom, Google Sheets, etc. Ability to work under pressure and meet deadlines. Models and supports special education instructional staff in organizing, identifying, and implementing curriculum. Supports quality in-person classroom instruction and its improvement in all settings through monitoring, observing, model teaching, and coaching. Assists teachers in improving classroom management and climate through the implementation of effective instructional methods. Reviews and ensures that all students with disabilities are receiving effective instruction in the Least Restrictive Environment. Assists school staff in organizing curriculum and utilizing strategies for students with disabilities. Collaborates with parents and local school staff regarding instructional decision-making for students with disabilities. Maintains student confidentiality and monitors confidential files for students with disabilities. Consults with local instructional staff regarding Individual Education Program (IEP) development, extended school year behavioral interventions, and transition plans for students with disabilities. Collaborates with appropriate school-based personnel to assure accurate documentation and timely data input/submission for students with disabilities. Reviews, monitors, and meets timelines for all IEPs, referrals, initial eligibilities, and re-evaluations. Attends Special Education IEP and Annual Review meetings. Complies with all requirements for mandatory reporting of child abuse, illegal harassment, breaches of ethics, or any criminal activity of which the employee becomes aware.

Required to have:

• Prompt regular attendance in-person
• Be available to work on-site in-person during regular business hours and as needed
• Manage a caseload of students as needed and teach a class or classes if needed
• Perform other duties as assigned by an appropriate administrator

GENERAL STATEMENT OF JOB

Under limited supervision, employs classroom management techniques that result in an atmosphere for teaching/learning in which students can know what they are expected to do. The high school teacher is responsible for educating students typically ranging from grades 6th to 12th. They play a pivotal role in preparing students for the academic challenges before and after high school while fostering their personal growth and development. The position requires a deep understanding of the subject matter, the ability to engage young minds, and the capacity to manage a dynamic classroom environment effectively. The role also involves collaborating with colleagues, communicating with parents, and staying abreast of best educational practices. Reports to the principal.

SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS

• Has a prepared lesson plan that is sufficient for instructing lessons for grades 9th through 12th.
• Exercises proper care of materials and equipment.
• Communicates needs of the classroom to the proper personnel.
• Arrives for work at the assigned hour and does not leave before the assigned time.
• Communicates appropriately and effectively with other staff members, parents, students, and with administration.
• Accepts assistance, advice, and guidance from people responsible for supervising his/her performance and makes a concerted effort toward improving or refining skills.
• Shares ideas, plans, materials, and facilities.
• Alert to the districts schools and his/her own goals and priorities and seeks professional development appropriate to these needs.
• Keeps in confidence information that has been obtained in the course of professional service unless disclosure serves professional purpose or is required by law.
• The teacher in his/her association with others respects the rights, feelings, and differences among individuals and communicates directly with the persons involved in any situation.
• While exercising his/her contractual responsibilities, complies with those state and local restrictions pertaining to the use of controlled substances, tobacco products, alcohol, and dress.
• Does not verbally or physically harass students.
• Does not use profanity in the presence of students.
• Does not have any sexual contact with students.

STANDARDS - CLASSROOM MANAGEMENT

• The teacher begins the class.
• The teacher communicates to students those behaviors expected of them or there is evidence that expected behaviors have been.
• Student exhibit classroom behaviors which allow for maximum on-task behavior from all participants in the.
• Inappropriate behaviors receive immediate and appropriate teacher.
• Materials
• The teacher chooses appropriate materials and/or equipment for teaching a.
• The teacher handles efficiently the materials and/or equipment in the classroom.
• Planning for Instruction
• Plan effectively with respect to establishing teaching strategies which allow the attainment by the students of the lessons behavioral objective.
• The teacher utilizes a clinical approach to teaching. Adequate diagnosis and prescription of evidence by students needs.
• The teacher uses Lesson Plan Format as.
• The behavioral objective for the lesson is appropriate for the.
• Teaching the Lesson
• Recognizes student differences in needs, abilities, and interests and imparts instruction so that these differences are met.
• Tells the student exactly what is to be learned in the.
• Tells the student the purpose of the learning and makes it meaningful to their.
• Relates the learning from the lesson being taught to previous learnings and verbalizes transfer for the students.
• Students are told how they will be accountable for demonstrating proficiency in the.
• Gives students information about the.
• Demonstrates sound up-to-date knowledge of the subject matter being.
• Checks periodically throughout the lesson for the students understanding of the.
• Provides practice experiences for the students of the appropriate number and variety to insure mastery of the.
• Carefully monitors the guided practice for experience to ensure that students get immediate feedback as to the correctness of their.
• Demonstrates knowledge of reinforcement theory throughout the.
• Each aspect of the lesson gives evidence of the teachers attention to maintaining a classroom climate conducive to learning Feeling Tone.
• The activities of the lesson demonstrate the teachers desire to include the interests of the students in the classroom.
• Encourages praises and/or acknowledges student effort.
• Manages instruction in such a way that each student shows some measure of.
• There is evidence that practice is scheduled in such a manner as to guarantee retention of.
• Gives students the opportunity to verbalize the critical attributes of the learning before leaving the lesson.
• Collects data from the lesson that enables him/her to evaluate each students performance and assists in planning tomorrows.

MINIMUM QUALIFICATIONS

• Appropriate South Carolina Teaching Certification in Special Education, Multi-Categorical LD, or Combination of Certification Areas.
• Bachelors degree or above.
• Valid South Carolina teachers certificate in the assigned teaching area.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

• Physical Requirements: Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations.
• Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural, or compositional characteristics whether similar to or divergent from obvious standards of data, people, or things.
• Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisor.
• Language Ability: Requires the ability to read a variety of policy and procedure manuals, computer manuals, reference materials, etc. Requires the ability to enter data into computer and prepare reports, correspondence, minutes, etc. with proper format, punctuation, spelling, and grammar using all parts of speech. Must be able to speak with poise, voice control, and confidence and to articulate information to others.
• Intelligence: Requires the ability to apply logical thinking to define problems, collect data, establish facts, and draw valid conclusions to interpret an extensive variety of instructions in oral, written, schedule, mathematical, or diagrammatic form to deal with several abstract and concrete variables. Requires the ability to make independent judgments in the absence of supervisor to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic office machinery functions.
• Verbal Aptitude: Requires the ability to record and deliver information to explain procedures to follow oral and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational and cultural backgrounds.
• Numerical Aptitude: Requires the ability to add and subtract totals to multiply and divide to determine percentages and decimals to determine time. Must be able to use practical applications of fractions, percentages, ratio, and proportion.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape and visually read various information.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment and communications machinery.
• Manual Dexterity: Requires the ability to handle a variety of items including computer keyboards, office equipment, control knobs, switches, etc. Must have minimal levels of eye-hand-foot coordination.
• Color Discrimination: Requires the ability to differentiate between colors and shades of color.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under moderate stress when confronted with an emergency or tight deadline. The worker is subject to tension as a regular consistent part of the job.
• Physical Communication: Requires the ability to talk and hear talking, expressing or exchanging ideas by means of spoken words, hearing, perceiving nature of sounds by ear. Must be able to hear and understand communications through a telephone.

ESSENTIAL FUNCTIONS

• Meets and instructs assigned classes in the locations and at times designated.
• Plans a program of study that meets the