Special Educator jobs at Gwinnett County Board of Education

Teachers/Tchr Sp Ed - SLD Self Cont Date Available: 12/15/25 Job Code: Tchr Sp Ed - SLD Self Cont - 060075 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $60,146.00/Annually Maximum Salary: $113,000.00/Annually Scheduled Days: 190 Target Openings: 1 Job Description: Show/Hide License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required. Experience Qualifications: Previous teaching experience preferred. Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process. Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals. 1. Demonstrate command of school subject being taught. a. Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district?s curriculum and Individual Education Programs (IEP). b. Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs. c. Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers. d. Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc. e. Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms. 2. Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum. a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS. b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge. c. Analyze student work and assessments to determine instructional needs. d. Prepare written lesson plans to support instructional objectives of the AKS for all students. e. Plan appropriate assessment of student learning. 3. Evaluate, select, and modify resources and activities. a. Review resources including district core materials. b. Select core materials and other resources that match the AKS. c. Select resources that match the learner(s) needs. d. Select resources that reflect scientifically based research on effective instruction. 4. Oversee assessment activities. a. Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers. 5. Provide initial focus for the lesson. a. Communicate specific learning objectives to students in a clear manner. b. Link lesson content to students? prior knowledge, background experience, and/or real-world application of content. c. Capture student attention through active involvement. 6. Organize content for presentation of the lesson. a. Present information in a logical sequence. b. Organize the presentation of content into blocks or steps based on the students? needs and the complexity of the material. c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing. 7. Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning. a. Assess students? learning of the AKS and provide specific feedback to students and parents on a frequent basis. b. Provide collaborative learning opportunities. c. Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice. d. Explicitly teach essential content-related vocabulary. e. Utilize a variety of nonverbal/visual representations of content and skills. f. Explicitly teach students to summarize their learning. g. Explicitly teach skills for improving reading and writing proficiency/literacy across content areas. h. Access and/or build students? background knowledge and experience. i. Use and teach questioning and cuing/prompting techniques. j. Utilize technology effectively to plan, teach, and assess. k. Use inquiry-based problem-solving learning strategies with students in all content areas. l. Teach and require students to set personal goals for improving their academic achievement. m. Teach students to compare and contrast knowledge, concepts, or content. 8. Provide formative assessment that measures student progress toward AKS objective(s). a. Monitor students? progress in learning through a variety of techniques on a frequent basis. b. Adjust instructional plans based on formative assessment results. c. Provide criteria that allow students to measure their own progress toward an objective(s). 9. Provide summative assessment, which measures student achievement of objectives(s). a. Assess students' learning of the AKS. b. Provide assessments that are appropriate for the learner(s). c. Maintain assessment records for each student. d. Communicate assessment results to students. e. Utilize assessment results to plan for subsequent instruction. 10. Organize the learning environment to maximize student time on task. a. Organize and arrange the classroom to facilitate learning. b. Ensure smooth transitions from one activity to another. c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments. 11. Maintain behavior, which is conducive to learning. a. Define and communicate behavior expectations to students in a clear manner. b. Monitor behavior and provide appropriate feedback to students. c. Deal effectively with inappropriate behavior. d. Focus on student behavior rather than personality. e. Treat sensitive situations with discretion. f. Encourage participation from all students. g. Establish mutual respect between the teacher and students. h. Convey warmth, friendliness, and enthusiasm. 12. Assist with the physical needs of special education students when appropriate. a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed. b. Ensure safe travel of students within the school environment and on study trips as needed. c. Provide to support ostomy care, catheterization, and/or other medically related procedures as needed. 13. Oversee the due process. a. Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned. b. Coordinate and/or serve on eligibility and placement teams. c. Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms. d. Inform designated school administrative personnel of program progress, issues, and/or concerns. e. Comply with federal, state, and district due process policies and procedures. 14. Participate professional growth activities. a. Participate in professional growth and professional learning activities. b. Apply new knowledge and skills acquired in planning and delivery of student instruction. c. Demonstrate evidence of progress toward individual goals plan. 15. Execute professional responsibilities. a. Use standard written expression. b. Use acceptable oral expression. c. Demonstrate punctuality to class, to assigned duties, and to other school activities. d. Submit records, reports, and forms accurately and in a timely manner. e. Provide clear plans for substitute teachers. f. Maintain regular attendance. g. Demonstrate a willingness to share ideas, methods, and materials. h. Cooperate with staff and support the development of activities/goals of the local school. i. Encourage positive home/school communications. 16. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Sp Ed - Res Interrelated Date Available: 08/08/2016 Job Code: Tchr Sp Ed - Res Interrelated - 060070 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $41,849.00/Annually Maximum Salary: $92,510.00/Annually License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required. Experience Qualifications: Previous teaching experience preferred. Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process. Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals. 1. Demonstrate command of school subject being taught. a. Provide direct instruction to students in special programs consistent with the district's regular and special education curriculum and Individual Education Plans (IEP). b. Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs. c. Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers. d. Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, IDEA, etc. e. Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms. 2. Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum. a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS. b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge. c. Analyze student work and assessments to determine instructional needs. d. Prepare written lesson plans to support instructional objectives of the AKS for all students. e. Plan appropriate assessment of student learning. 3. Evaluate, select, and modify resources and activities. a. Review resources including district core materials. b. Select core materials and other resources that match the AKS. c. Select resources that match the learner(s) needs. d. Select resources that reflect scientifically based research on effective instruction. 4. Oversee assessment activities. a. Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers. 5. Provide initial focus for the lesson. a. Communicate specific learning objectives to students in a clear manner. b. Link lesson content to students' prior knowledge, background experience, and/or real-world application of content. c. Capture student attention through active involvement. 6. Organize content for presentation of the lesson. a. Present information in a logical sequence. b. Organize the presentation of content into blocks or steps based on the students' needs and the complexity of the material. c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing. 7. Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning. a. Assess students' learning of the AKS and provide specific feedback to students and parents on a frequent basis. b. Provide collaborative learning opportunities. c. Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice. d. Explicitly teach essential content-related vocabulary. e. Utilize a variety of nonverbal/visual representations of content and skills. f. Explicitly teach students to summarize their learning. g. Explicitly teach skills for improving reading and writing proficiency/literacy across content areas. h. Access and/or build students' background knowledge and experience. i. Use and teach questioning and cuing/prompting techniques. j. Utilize technology effectively to plan, teach, and assess. k. Use inquiry-based problem-solving learning strategies with students in all content areas. l. Teach and require students to set personal goals for improving their academic achievement. m. Teach students to compare and contrast knowledge, concepts, or content. 8. Provide formative assessment that measures student progress toward AKS objective(s). a. Monitor students' progress in learning through a variety of techniques on a frequent basis. b. Adjust instructional plans based on formative assessment results. c. Provide criteria that allow students to measure their own progress toward an objective(s). 9. Provide summative assessment, which measures student achievement of objectives(s). a. Assess students' learning of the AKS. b. Provide assessments that are appropriate for the learner(s). c. Maintain assessment records for each student. d. Communicate assessment results to students. e. Utilize assessment results to plan for subsequent instruction. 10. Organize the learning environment to maximize student time on task. a. Organize and arrange the classroom to facilitate learning. b. Ensure smooth transitions from one activity to another. c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments. 11. Maintain behavior, which is conducive to learning. a. Define and communicate behavior expectations to students in a clear manner. b. Monitor behavior and provide appropriate feedback to students. c. Deal effectively with inappropriate behavior. d. Focus on student behavior rather than personality. e. Treat sensitive situations with discretion. f. Encourage participation from all students. g. Establish mutual respect between the teacher and students. h. Convey warmth, friendliness, and enthusiasm. 12. Assist with the physical needs of special education students when appropriate. a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed. b. Ensure safe travel of students within the school environment and on study trips as needed. c. Provide to support ostomy care, catheterization, and/or other medically related procedures as needed. 13. Oversee the due process. a. Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned. b. Coordinate and/or serve on eligibility and placement teams. c. Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms. d. Inform designated school administrative personnel of program progress, issues, and/or concerns. e. Comply with federal, state, and district due process policies and procedures. 14. Participate professional growth activities. a. Participate in professional growth and professional learning activities. b. Apply new knowledge and skills acquired in planning and delivery of student instruction. c. Demonstrate evidence of progress toward individual goals plan. 15. Execute professional responsibilities. a. Use standard written expression. b. Use acceptable oral expression. c. Demonstrate punctuality to class, to assigned duties, and to other school activities. d. Submit records, reports, and forms accurately and in a timely manner. e. Provide clear plans for substitute teachers. f. Maintain regular attendance. g. Demonstrate a willingness to share ideas, methods, and materials. h. Cooperate with staff and support the development of activities/goals of the local school. i. Encourage positive home/school communications. 16. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Sp Ed - OI Resource Date Available: 10/10/2016 Job Code: Tchr Sp Ed - OI Resource - 060067 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $41,849.00/Annually Maximum Salary: $92,510.00/Annually License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required. Experience Qualifications: Previous teaching experience preferred. Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process. Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals. 1. Demonstrate command of school subject being taught. a. Provide direct instruction to students in special programs consistent with the district's regular and special education curriculum and Individual Education Plans (IEP). b. Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs. c. Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers. d. Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, IDEA, etc. e. Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms. 2. Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum. a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS. b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge. c. Analyze student work and assessments to determine instructional needs. d. Prepare written lesson plans to support instructional objectives of the AKS for all students. e. Plan appropriate assessment of student learning. 3. Evaluate, select, and modify resources and activities. a. Review resources including district core materials. b. Select core materials and other resources that match the AKS. c. Select resources that match the learner(s) needs. d. Select resources that reflect scientifically based research on effective instruction. 4. Oversee assessment activities. a. Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers. 5. Provide initial focus for the lesson. a. Communicate specific learning objectives to students in a clear manner. b. Link lesson content to students' prior knowledge, background experience, and/or real-world application of content. c. Capture student attention through active involvement. 6. Organize content for presentation of the lesson. a. Present information in a logical sequence. b. Organize the presentation of content into blocks or steps based on the students' needs and the complexity of the material. c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing. 7. Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning. a. Assess students' learning of the AKS and provide specific feedback to students and parents on a frequent basis. b. Provide collaborative learning opportunities. c. Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice. d. Explicitly teach essential content-related vocabulary. e. Utilize a variety of nonverbal/visual representations of content and skills. f. Explicitly teach students to summarize their learning. g. Explicitly teach skills for improving reading and writing proficiency/literacy across content areas. h. Access and/or build students' background knowledge and experience. i. Use and teach questioning and cuing/prompting techniques. j. Utilize technology effectively to plan, teach, and assess. k. Use inquiry-based problem-solving learning strategies with students in all content areas. l. Teach and require students to set personal goals for improving their academic achievement. m. Teach students to compare and contrast knowledge, concepts, or content. 8. Provide formative assessment that measures student progress toward AKS objective(s). a. Monitor students' progress in learning through a variety of techniques on a frequent basis. b. Adjust instructional plans based on formative assessment results. c. Provide criteria that allow students to measure their own progress toward an objective(s). 9. Provide summative assessment, which measures student achievement of objectives(s). a. Assess students' learning of the AKS. b. Provide assessments that are appropriate for the learner(s). c. Maintain assessment records for each student. d. Communicate assessment results to students. e. Utilize assessment results to plan for subsequent instruction. 10. Organize the learning environment to maximize student time on task. a. Organize and arrange the classroom to facilitate learning. b. Ensure smooth transitions from one activity to another. c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments. 11. Maintain behavior, which is conducive to learning. a. Define and communicate behavior expectations to students in a clear manner. b. Monitor behavior and provide appropriate feedback to students. c. Deal effectively with inappropriate behavior. d. Focus on student behavior rather than personality. e. Treat sensitive situations with discretion. f. Encourage participation from all students. g. Establish mutual respect between the teacher and students. h. Convey warmth, friendliness, and enthusiasm. 12. Assist with the physical needs of special education students when appropriate. a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed. b. Ensure safe travel of students within the school environment and on study trips as needed. c. Provide to support ostomy care, catheterization, and/or other medically related procedures as needed. 13. Oversee the due process. a. Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned. b. Coordinate and/or serve on eligibility and placement teams. c. Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms. d. Inform designated school administrative personnel of program progress, issues, and/or concerns. e. Comply with federal, state, and district due process policies and procedures. 14. Participate professional growth activities. a. Participate in professional growth and professional learning activities. b. Apply new knowledge and skills acquired in planning and delivery of student instruction. c. Demonstrate evidence of progress toward individual goals plan. 15. Execute professional responsibilities. a. Use standard written expression. b. Use acceptable oral expression. c. Demonstrate punctuality to class, to assigned duties, and to other school activities. d. Submit records, reports, and forms accurately and in a timely manner. e. Provide clear plans for substitute teachers. f. Maintain regular attendance. g. Demonstrate a willingness to share ideas, methods, and materials. h. Cooperate with staff and support the development of activities/goals of the local school. i. Encourage positive home/school communications. 16. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Paraprofessionals/Parapro Sp Ed - HI Res/SC Date Available: 12/15/2025 Job Code: Parapro Sp Ed - HI Res/SC - 050028 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $26,534.00/Annually Maximum Salary: $42,355.00/Annually Scheduled Days: 190 Target Openings: 2 Job Description: Show/Hide License and Certification Qualifications: Paraprofessional Educator certificate issued by the Georgia Professional Standards Commission (PSC) required. Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a PSC approved college or university are required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; knowledge of office and media equipment; and ability to act as a representative of Gwinnett County Public Schools. Primary Responsibilities: Provide support to the instructional program within an assigned classroom with specific responsibility for assisting in the supervision, care, and instruction of special needs students in the regular education classroom, special education classroom, community, and assisting in implementing plans for instruction, monitoring student behavior during non-classroom time, providing information to appropriate school personnel, and attending Individual Education Program (IEP) meetings. 1. Adapt classroom activities, assignments, and/or materials under the direction of the supervising teacher (i.e. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing IEP objectives as well as providing an opportunity for all special education students to participate in classroom activities. 2. Administer immediate first aid and medical assistance as instructed by a health care professional (i.e. diapering, tube feeding, colostomy bags, medication, etc.) for the purpose of meeting immediate health care needs. 3. Administer tests, homework, and make-up work for the purpose of supporting teachers in the classroom. 4. Assist medically fragile or physically disabled students for the purpose of maintaining students' personal hygiene. 5. Assist students with disabilities with grooming, community accessibility, and other appropriate areas as assigned by teacher (i.e. feed, brush teeth, toileting, diapering, transferring to bus from wheelchairs, etc.) for the purpose of assisting students with their daily needs. 6. Confer with teachers (special education and/or regular education teacher) on a regular basis for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives. 7. Implement and collect data under the supervision of assigned teacher and behavioral plans designed by IEP teams for the purpose of presenting and/or reinforcing learning. 8. Monitor special education students (i.e. classroom, field trips, community skills, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment. 9. Perform record keeping and support functions (i.e. data collection, student files, checking papers, attendance, daily logs, etc.) for the purpose of supporting the teacher in providing necessary records/materials. 10. Provide under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (i.e. math groups, science experiments, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans. 11. Respond to emergency situations (i.e. injured students, fights, behavior problems, abusive students, etc.) for the purpose of resolving immediate safety concerns and including physical de-escalation procedures with necessary training. 12. Provide effective principles and procedures of crisis intervention. 13. Assist with monitoring duties which may include hallways, lunchroom, restrooms, and/or bus duty as assigned. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 14. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. The employee is required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 pounds. The employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Sp Ed - Bhvr Intrvn Sprt Date Available: 01/12/2026 Job Code: Tchr Sp Ed - Bhvr Intrvn Sprt - 060084 Standard Hours: 40 Department: Sp Ed/Psy Instructional Srvcs - 221200 Empl Class: NA Minimum Salary: $60,146.00/Annually Maximum Salary: $113,000.00/Annually Scheduled Days: 190 Target Openings: 1 Job Description: Show/Hide License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Board Certified Behavior Analyst (BCBA) certification preferred. Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred. Experience Qualifications: Three years teaching or training students with problem behaviors, plus experience in staff training, data collection and analysis, and behavior intervention planning required. Five years experience in teaching students with problem behaviors preferred. Skills Qualifications: Ability to communicate well, both written and orally; knowledge of physical intervention training, Applied Behavior Analysis (ABA), and Functional Behavioral Assessment (FBA) data collection and analysis; knowledge of behavior intervention planning, RTI/MTSS (Response to Intervention/Multi-Tiered System of Supports) Process, assessment, and a wide variety of behavior intervention strategies; knowledge of staff training techniques in physical intervention and positive behavioral interventions; and ability to work successfully with colleagues, teachers, and administrators. Primary Responsibilities: Provide comprehensive training and support to teachers with students who exhibit behaviors that interfere or impede their learning or that of others and develop and maintain behavior management interventions. 1. Provide interventions support in classrooms for students demonstrating problem behaviors. a. Observe students in the classroom setting. b. Develop behavior intervention strategies. c. Provide a written report of recommended behavior intervention strategies. 2. Provide instructional support and consult with local school administrators and/or classroom teachers to develop and maintain behavior management strategies. a. Model academic and behavioral intervention and associated strategies in the classroom. b. Provide and demonstrate behavior management de-escalation and management maintenance in crisis situations. 3. Follow up with observed students/classrooms and teachers to evaluate progress and offer suggestions on continued program implementation. 4. Provide professional development to school staff on the implementation for behavior intervention strategies. 5. Communicate effectively with school and district level professionals to provide the most appropriate strategies for students. 6. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Sp Ed - Bhvr Intrvn Sprt Date Available: 01/12/2026 Job Code: Tchr Sp Ed - Bhvr Intrvn Sprt - 060084 Standard Hours: 40 Department: Sp Ed/Psy Instructional Srvcs - 221200 Empl Class: NA Minimum Salary: $60,146.00/Annually Maximum Salary: $113,000.00/Annually Scheduled Days: 190 Target Openings: 1 Job Description: Show/Hide License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Board Certified Behavior Analyst (BCBA) certification preferred. Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred. Experience Qualifications: Three years teaching or training students with problem behaviors, plus experience in staff training, data collection and analysis, and behavior intervention planning required. Five years experience in teaching students with problem behaviors preferred. Skills Qualifications: Ability to communicate well, both written and orally; knowledge of physical intervention training, Applied Behavior Analysis (ABA), and Functional Behavioral Assessment (FBA) data collection and analysis; knowledge of behavior intervention planning, RTI/MTSS (Response to Intervention/Multi-Tiered System of Supports) Process, assessment, and a wide variety of behavior intervention strategies; knowledge of staff training techniques in physical intervention and positive behavioral interventions; and ability to work successfully with colleagues, teachers, and administrators. Primary Responsibilities: Provide comprehensive training and support to teachers with students who exhibit behaviors that interfere or impede their learning or that of others and develop and maintain behavior management interventions. 1. Provide interventions support in classrooms for students demonstrating problem behaviors. a. Observe students in the classroom setting. b. Develop behavior intervention strategies. c. Provide a written report of recommended behavior intervention strategies. 2. Provide instructional support and consult with local school administrators and/or classroom teachers to develop and maintain behavior management strategies. a. Model academic and behavioral intervention and associated strategies in the classroom. b. Provide and demonstrate behavior management de-escalation and management maintenance in crisis situations. 3. Follow up with observed students/classrooms and teachers to evaluate progress and offer suggestions on continued program implementation. 4. Provide professional development to school staff on the implementation for behavior intervention strategies. 5. Communicate effectively with school and district level professionals to provide the most appropriate strategies for students. 6. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Paraprofessionals/Parapro Sp Ed - Resource/Inter Date Available: 11/17/2025 Job Code: Parapro Sp Ed - Resource/Inter - 050051 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $26,534.00/Annually Maximum Salary: $42,355.00/Annually Scheduled Days: 190 Target Openings: 1

Paraprofessionals/Parapro Sp Ed - MIID Res/SC Date Available: 1/12/26 Job Code: Parapro Sp Ed - MIID Res/SC - 050032 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $26,534.00/Annually Maximum Salary: $42,355.00/Annually Scheduled Days: 190 Target Openings: 1 License and Certification Qualifications: Paraprofessional Educator certificate issued by the Georgia Professional Standards Commission (PSC) required. Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a PSC approved college or university are required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; knowledge of office and media equipment; and ability to act as a representative of Gwinnett County Public Schools. Primary Responsibilities: Provide support to the instructional program within an assigned classroom with specific responsibility for assisting in the supervision, care, and instruction of special needs students in the regular education classroom, special education classroom, community, and assisting in implementing plans for instruction, monitoring student behavior during non-classroom time, providing information to appropriate school personnel, and attending Individual Education Program (IEP) meetings. 1. Adapt classroom activities, assignments, and/or materials under the direction of the supervising teacher (i.e. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing IEP objectives as well as providing an opportunity for all special education students to participate in classroom activities. 2. Administer immediate first aid and medical assistance as instructed by a health care professional (i.e. diapering, tube feeding, colostomy bags, medication, etc.) for the purpose of meeting immediate health care needs. 3. Administer tests, homework, and make-up work for the purpose of supporting teachers in the classroom. 4. Assist medically fragile or physically disabled students for the purpose of maintaining students' personal hygiene. 5. Assist students with disabilities with grooming, community accessibility, and other appropriate areas as assigned by teacher (i.e. feed, brush teeth, toileting, diapering, transferring to bus from wheelchairs, etc.) for the purpose of assisting students with their daily needs. 6. Confer with teachers (special education and/or regular education teacher) on a regular basis for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives. 7. Implement and collect data under the supervision of assigned teacher and behavioral plans designed by IEP teams for the purpose of presenting and/or reinforcing learning. 8. Monitor special education students (i.e. classroom, field trips, community skills, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment. 9. Perform record keeping and support functions (i.e. data collection, student files, checking papers, attendance, daily logs, etc.) for the purpose of supporting the teacher in providing necessary records/materials. 10. Provide under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (i.e. math groups, science experiments, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans. 11. Respond to emergency situations (i.e. injured students, fights, behavior problems, abusive students, etc.) for the purpose of resolving immediate safety concerns and including physical de-escalation procedures with necessary training. 12. Provide effective principles and procedures of crisis intervention. 13. Assist with monitoring duties which may include hallways, lunchroom, restrooms, and/or bus duty as assigned. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 14. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. The employee is required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 pounds. The employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Sp Ed - Bhvr Intrvn Sprt Date Available: 01/12/2026 Job Code: Tchr Sp Ed - Bhvr Intrvn Sprt - 060084 Standard Hours: 40 Department: Sp Ed/Psy Instructional Srvcs - 221200 Empl Class: NA Minimum Salary: $60,146.00/Annually Maximum Salary: $113,000.00/Annually Scheduled Days: 190 Target Openings: 1 License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Board Certified Behavior Analyst (BCBA) certification preferred. Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred. Experience Qualifications: Three years teaching or training students with problem behaviors, plus experience in staff training, data collection and analysis, and behavior intervention planning required. Five years experience in teaching students with problem behaviors preferred. Skills Qualifications: Ability to communicate well, both written and orally; knowledge of physical intervention training, Applied Behavior Analysis (ABA), and Functional Behavioral Assessment (FBA) data collection and analysis; knowledge of behavior intervention planning, RTI/MTSS (Response to Intervention/Multi-Tiered System of Supports) Process, assessment, and a wide variety of behavior intervention strategies; knowledge of staff training techniques in physical intervention and positive behavioral interventions; and ability to work successfully with colleagues, teachers, and administrators. Primary Responsibilities: Provide comprehensive training and support to teachers with students who exhibit behaviors that interfere or impede their learning or that of others and develop and maintain behavior management interventions. 1. Provide interventions support in classrooms for students demonstrating problem behaviors. a. Observe students in the classroom setting. b. Develop behavior intervention strategies. c. Provide a written report of recommended behavior intervention strategies. 2. Provide instructional support and consult with local school administrators and/or classroom teachers to develop and maintain behavior management strategies. a. Model academic and behavioral intervention and associated strategies in the classroom. b. Provide and demonstrate behavior management de-escalation and management maintenance in crisis situations. 3. Follow up with observed students/classrooms and teachers to evaluate progress and offer suggestions on continued program implementation. 4. Provide professional development to school staff on the implementation for behavior intervention strategies. 5. Communicate effectively with school and district level professionals to provide the most appropriate strategies for students. 6. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Sp Ed - Bhvr Intrvn Sprt Date Available: 01/12/2026 Job Code: Tchr Sp Ed - Bhvr Intrvn Sprt - 060084 Standard Hours: 40 Department: Sp Ed/Psy Instructional Srvcs - 221200 Empl Class: NA Minimum Salary: $60,146.00/Annually Maximum Salary: $113,000.00/Annually Scheduled Days: 190 Target Openings: 1 License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education. Board Certified Behavior Analyst (BCBA) certification preferred. Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred. Experience Qualifications: Three years teaching or training students with problem behaviors, plus experience in staff training, data collection and analysis, and behavior intervention planning required. Five years experience in teaching students with problem behaviors preferred. Skills Qualifications: Ability to communicate well, both written and orally; knowledge of physical intervention training, Applied Behavior Analysis (ABA), and Functional Behavioral Assessment (FBA) data collection and analysis; knowledge of behavior intervention planning, RTI/MTSS (Response to Intervention/Multi-Tiered System of Supports) Process, assessment, and a wide variety of behavior intervention strategies; knowledge of staff training techniques in physical intervention and positive behavioral interventions; and ability to work successfully with colleagues, teachers, and administrators. Primary Responsibilities: Provide comprehensive training and support to teachers with students who exhibit behaviors that interfere or impede their learning or that of others and develop and maintain behavior management interventions. 1. Provide interventions support in classrooms for students demonstrating problem behaviors. a. Observe students in the classroom setting. b. Develop behavior intervention strategies. c. Provide a written report of recommended behavior intervention strategies. 2. Provide instructional support and consult with local school administrators and/or classroom teachers to develop and maintain behavior management strategies. a. Model academic and behavioral intervention and associated strategies in the classroom. b. Provide and demonstrate behavior management de-escalation and management maintenance in crisis situations. 3. Follow up with observed students/classrooms and teachers to evaluate progress and offer suggestions on continued program implementation. 4. Provide professional development to school staff on the implementation for behavior intervention strategies. 5. Communicate effectively with school and district level professionals to provide the most appropriate strategies for students. 6. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Paraprofessionals/Parapro Sp Ed - MIID Res/SC Job Code: Parapro Sp Ed - MIID Res/SC - 050032 Standard Hours: 40 Department: Special Education - 101200 Empl Class: NA Minimum Salary: $12,261.00/Annually Maximum Salary: $33,436.00/Annually License and Certification Qualifications: Parapro Educator certificate issued by the Georgia Professional Standards Commission required. Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a Professional Standards Commission (PSC) approved college or university are required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; and knowledge of office and media equipment. Primary Responsibilities: Provide support to the instructional program within an assigned classroom with specific responsibility for assisting in the supervision, care, and instruction of special needs students in the regular education classroom or special education classroom, assisting in implementing plans for instruction, monitoring student behavior during non-classroom time, providing information to appropriate school personnel, and attending Individual Education Program (IEP) meetings. 1. Adapt classroom activities, assignments, and/or materials under the direction of the supervising teacher (i.e. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing classroom objectives as well as providing an opportunity for all special education students to participate in classroom activities. 2. Administer immediate first aid and medical assistance as instructed by a health care professional (i.e. diapering, tube feeding, colostomy bags, medication, etc.) for the purpose of meeting immediate health care needs. 3. Administer tests, homework, and make-up work for the purpose of supporting teachers in the classroom. 4. Assist medically fragile or physically disabled students for the purpose of maintaining students' personal hygiene. 5. Assist physically and mentally challenged students with grooming, community accessibility, and other appropriate areas as assigned by teacher (i.e. feed, brush teeth, toileting, diapering, transferring to bus from wheelchairs, etc.) for the purpose of assisting students with their daily needs. 6. Attend meetings and in-service presentations (i.e. training, IEP meetings, emergency procedures, etc.) for the purpose of acquiring and/or conveying information relative to job functions. 7. Confer with teachers (special education and/or regular education teacher) on a regular basis for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives. 8. Implement under the supervision of assigned teacher, behavioral plans designed by IEP teams for the purpose of presenting and/or reinforcing learning concepts. 9. Maintain instructional materials and/or manual and electronic files/records for the purpose of ensuring availability of items, providing written reference, and/or meeting mandated requirements. 10. Monitor special education students (i.e. classroom, field trips, community skills, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment. 11. Perform record keeping and support functions (i.e. data collection, student files, checking papers, attendance, daily logs, etc.) for the purpose of supporting the teacher in providing necessary records/materials. 12. Provide under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (i.e. math groups, science experiments, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans and ensuring student success in school. 13. Respond to emergency situations (i.e. injured students, fights, behavior problems, abusive students, etc.) for the purpose of resolving immediate safety concerns. 14. Provide effective principles and procedures of crisis intervention including physical restraint as specified with the necessary training. 15. Assist with monitoring duties which may include hallways, lunchroom, restrooms, and/or bus duty as assigned. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 16. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. Employee is required to stoop, kneel, or crouch. Employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Paraprofessionals/Para AUT-Moderate-Level II Date Available: 08/01/2016 Job Code: Para AUT-Moderate-Level II - 050075 Standard Hours: 40 Department: Special Education - 101200 Empl Class: T6B Minimum Salary: $12,261.00/Annually Maximum Salary: $33,436.00/Annually License and Certification Qualifications: Paraprofessional Educator certificate issued by the Georgia Professional Standards Commission (PSC) required. Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a PSC approved college or university are required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; knowledge of office and media equipment; and ability to act as a representative of Gwinnett County Public Schools. Primary Responsibilities: Provide support to the instructional program within an assigned classroom with specific responsibility for assisting in the supervision, care, and instruction of special needs students in the regular education classroom, special education classroom, community, and assisting in implementing plans for instruction, monitoring student behavior during non-classroom time, providing information to appropriate school personnel, and attending Individual Education Program (IEP) meetings. 1. Adapt classroom activities, assignments, and/or materials under the direction of the supervising teacher (i.e. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing IEP objectives as well as providing an opportunity for all special education students to participate in classroom activities. 2. Administer immediate first aid and medical assistance as instructed by a health care professional (i.e. diapering, tube feeding, colostomy bags, medication, etc.) for the purpose of meeting immediate health care needs. 3. Administer tests, homework, and make-up work for the purpose of supporting teachers in the classroom. 4. Assist medically fragile or physically disabled students for the purpose of maintaining students' personal hygiene. 5. Assist students with disabilities with grooming, community accessibility, and other appropriate areas as assigned by teacher (i.e. feed, brush teeth, toileting, diapering, transferring to bus from wheelchairs, etc.) for the purpose of assisting students with their daily needs. 6. Attend training meetings and in-service presentations for the purpose of acquiring information relative to job functions. 7. Confer with teachers (special education and/or regular education teacher) on a regular basis for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives. 8. Implement and collect data under the supervision of assigned teacher, behavioral plans designed by IEP teams for the purpose of presenting and/or reinforcing learning. 9. Monitor special education students (i.e. classroom, field trips, community skills, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment. 10. Perform record keeping and support functions (i.e. data collection, student files, checking papers, attendance, daily logs, etc.) for the purpose of supporting the teacher in providing necessary records/materials. 11. Provide under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (i.e. math groups, science experiments, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans. 12. Respond to emergency situations (i.e. injured students, fights, behavior problems, abusive students, etc.) for the purpose of resolving immediate safety concerns. 13. Provide effective principles and procedures of crisis intervention. 14. Assist with monitoring duties which may include hallways, lunchroom, restrooms, and/or bus duty as assigned. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 15. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. The employee is required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 pounds. The employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teachers/Tchr Instructnl Sppt - RTI/SST Date Available: 12/15/25 Job Code: Tchr Instructnl Sppt - RTI/SST - 060171 Standard Hours: 40 Department: Grades K-5 - 101199 Empl Class: NA Minimum Salary: $60,146.00/Annually Maximum Salary: $113,000.00/Annually Scheduled Days: 190 Target Openings: 1 License and Certification Qualifications: Meets Georgia certification requirements in appropriate field of education. Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required. Experience Qualifications: Previous teaching experience preferred. Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills. Primary Responsibilities: Plan for appropriate learning experiences for students based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students. 1. Demonstrate command of school subject being taught. 2. Develop and prioritize short and long-term instructional objectives based on district AKS curriculum. a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS. b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge. c. Analyze student work and assessments to determine instructional needs. d. Prepare written lesson plans to support instructional objectives of the AKS for all students. e. Plan appropriate assessment of student learning. 3. Evaluate, select, and modify resources and activities. a. Review resources including district core materials. b. Select core materials and other resources that match the AKS. c. Select resources that match the learner(s) needs. d. Select resources that reflect scientifically-based research on effective instruction. 4. Provide initial focus for the lesson. a. Communicate specific learning objectives to students. b. Link lesson content to students? prior knowledge, background experience, and/or real-world application of content. c. Capture student attention through active involvement. 5. Organize content for presentation of the lesson. a. Present information in a logical sequence. b. Organize the presentation of content into blocks or steps based on the students? needs and the complexity of the material. c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing. 6. Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning. a. Assess students? learning of the AKS and provide specific feedback to students and parents. b. Provide collaborative learning opportunities to enhance student achievement. c. Provide multiple opportunities for distributed guided practice followed by independent practice. d. Teach essential content-related vocabulary. e. Utilize a variety of nonverbal/visual representations of content and skills. f. Teach students to summarize their learning. g. Teach skills for improving reading and writing proficiency/literacy across content areas. h. Access and/or build students? background knowledge and experience. i. Utilize and teach questioning and cuing/prompting techniques. j. Utilize technology effectively to plan, teach, and assess. k. Utilize inquiry-based problem-solving learning strategies with students in all content areas. l. Teach and require students to set personal goals for improving their academic achievement. m. Teach students to compare and contrast knowledge, concepts, and content. 7. Provide formative assessment that measures student progress toward AKS objectives. a. Monitor students? progress in learning through a variety of techniques. b. Adjust instructional plans based on formative assessment results. c. Provide criteria that allow students to measure their own progress toward an objective. 8. Provide summative assessment that measures student achievement of objectives. a. Assess students' learning of the AKS. b. Provide assessments that are appropriate for the learner(s). c. Maintain assessment records for each student. d. Communicate assessment results to student. e. Utilize assessment results to plan for subsequent instruction. 9. Organize learning environment to maximize student time on task. a. Organize and arrange classroom to facilitate learning. b. Ensure smooth transitions from one activity to another. c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments. 10. Maintain behavior that is conducive to learning. a. Define and communicate behavior expectations to students. b. Monitor behavior and provide appropriate feedback to students. c. Manage inappropriate behavior effectively. d. Focus on student behavior rather than personality. e. Treat sensitive situations with discretion. f. Encourage participation from all students. g. Establish mutual respect between teacher and students. h. Convey warmth, friendliness, and enthusiasm. 11. Participate in professional growth and professional learning activities. a. Apply new knowledge and skills acquired in planning and delivery of student instruction. b. Demonstrate evidence of progress toward individual goals plan. 12. Maintain professional responsibilities and act as a role model. a. Utilize standard written expression and acceptable oral expression. b. Demonstrate punctuality to class, to assigned duties, and to other school activities. c. Submit records, reports, and forms accurately and promptly. d. Provide clear plans for substitute teachers. e. Maintain regular attendance. f. Demonstrate a willingness to share ideas, methods, and materials. g. Cooperate with staff and support the development of activities and goals of the school. h. Encourage positive school and home communications. i. Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning 13. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Paraprofessionals/Parapro Date Available: 10/03/2016 Job Code: Parapro - 050025 Standard Hours: 40 Department: Kindergarten - 101115 Empl Class: NA Minimum Salary: $12,261.00/Annually Maximum Salary: $33,436.00/Annually License and Certification Qualifications: Paraprofessional Educator certificate issued by the Georgia Professional Standards Commission (PSC) required. Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a Professional Standards Commission (PSC) approved college or university are required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; and knowledge of office and media equipment. Primary Responsibilities: Assist teachers and students by working with students individually or in small groups assessing performance, reinforcing instruction, motivating learning, assisting with classroom management, and other non-instructional functions. 1. Assist teachers in the supervision of learning activities, circulating within the classroom, and providing assistance and learning support to students. 2. Provide instruction to students as prescribed by the supervising teacher and reinforce skills introduced by the teacher. a. Utilize games, stories, or other constructive activities to enhance students' learning skills. 3. Assist teachers in checking and objectively evaluating students' work. 4. Assist in managing student behavior and maintaining classroom order. a. Reinforce rules of the school and classroom. b. Escort students as required. 5. Assist in the preparation of lesson plans and teacher pre-planning sessions. a. Provide input and assistance in the development of classroom activities and learning tools. 6. Assist in diagnosing student math and communication skills. a. Monitor progressive learning skills of students. b. Ensure teacher is aware of student learning deficiencies. c. Document records of learning activities and diagnosis. 7. Prepare or assist in the preparation of instructional materials. a. Perform support tasks such as copying materials, laminating items, typing correspondence, and filing paperwork and documentation. 8. Coordinate with media center staff for classroom learning resources. a. Setup equipment in classroom for teacher's instructional objectives. 9. Prepare instructional reports and complete required forms, schedules, and other data as required. a. Maintain attendance records and assign student seating. b. Learn assigned bus route(s). 10. Perform assigned monitoring duties, including hallways, lunchroom, restrooms, and bus duty as requested. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 11. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. Employee is required to stoop, kneel, or crouch. Employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Paraprofessionals/Parapro Date Available: 10/03/2016 Job Code: Parapro - 050025 Standard Hours: 40 Department: Kindergarten - 101115 Empl Class: NA Minimum Salary: $12,261.00/Annually Maximum Salary: $33,436.00/Annually License and Certification Qualifications: Paraprofessional Educator certificate issued by the Georgia Professional Standards Commission (PSC) required. Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a Professional Standards Commission (PSC) approved college or university are required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; and knowledge of office and media equipment. Primary Responsibilities: Assist teachers and students by working with students individually or in small groups assessing performance, reinforcing instruction, motivating learning, assisting with classroom management, and other non-instructional functions. 1. Assist teachers in the supervision of learning activities, circulating within the classroom, and providing assistance and learning support to students. 2. Provide instruction to students as prescribed by the supervising teacher and reinforce skills introduced by the teacher. a. Utilize games, stories, or other constructive activities to enhance students' learning skills. 3. Assist teachers in checking and objectively evaluating students' work. 4. Assist in managing student behavior and maintaining classroom order. a. Reinforce rules of the school and classroom. b. Escort students as required. 5. Assist in the preparation of lesson plans and teacher pre-planning sessions. a. Provide input and assistance in the development of classroom activities and learning tools. 6. Assist in diagnosing student math and communication skills. a. Monitor progressive learning skills of students. b. Ensure teacher is aware of student learning deficiencies. c. Document records of learning activities and diagnosis. 7. Prepare or assist in the preparation of instructional materials. a. Perform support tasks such as copying materials, laminating items, typing correspondence, and filing paperwork and documentation. 8. Coordinate with media center staff for classroom learning resources. a. Setup equipment in classroom for teacher's instructional objectives. 9. Prepare instructional reports and complete required forms, schedules, and other data as required. a. Maintain attendance records and assign student seating. b. Learn assigned bus route(s). 10. Perform assigned monitoring duties, including hallways, lunchroom, restrooms, and bus duty as requested. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 11. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. Employee is required to stoop, kneel, or crouch. Employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Substitutes/Substitute Date Available: 06/02/2025 Job Code: Substitute - 004002 Standard Hours: 10 Department: Substitute - 101180 Empl Class: NA License and Certification Qualifications: Satisfactory completion of GCPS Substitute Teacher Training Program or possession of a valid or expired professional teaching certificate (or letter of eligibility of same), or completion of student teaching with Gwinnett County Public Schools required. Education Qualifications: A minimum of 60 semester or 90 quarter hours from a Professional Standards Commission (PSC) approved college or university are required. Experience Qualifications: Previous successful teaching experience or substitute teaching experience preferred. Skills Qualifications: Knowledge of curriculum, instruction, and assessment; knowledge of child development; ability to work effectively with administrators, central office staff, school based staff, students, parents, and the community; excellent oral and written communication and human relations skills; strong computer skills; knowledge of office and media equipment; and ability to give and follow oral and written instructions in the English language. Primary Responsibilities: Responsible for providing classroom instruction and maintaining classroom management in the absence of the teacher of record. 1. Provide classroom instruction for the teacher of record. a. Conduct supervised small groups of individualized classroom activities based on lesson plans developed by the teacher of record. b. Proctor standardized test with appropriate training. 2. Maintain classroom management for the teacher of record. a. Conduct behavior management strategies developed by the teacher of record. b. Organize learning environment to maximize student time on task. c. Maintain behavior which is conducive to learning. d. Encourage students to develop positive self-concepts. e. Follow student behavior intervention plans. f. Collect data on individual student behavior intervention plans. 3. Participate in professional responsibilities as requested by the teacher of record. a. Demonstrate prompt and regular attendance. b. Cooperate with the staff and support the development of activities and goals of the school. 4. Ensure proper communication protocol is followed as designated by the teacher of record. a. Communicate effectively with parents, colleagues, and other school and county level personnel. b. Follow teacher's guidelines with regards to communication. 5. Follow professional practices consistent with school and system policies in working with students, student records, parents, and colleagues. a. Interact in a professional manner with students and parents. b. Maintain student confidentiality. c. Work cooperatively with all school personnel and parents. d. Demonstrate a basic understanding of special education programs, legal requirements, and special education terminology. 6. Comply with district Board of Education policies and the administrative regulations for the state of Georgia. a. Conduct assigned classes at the scheduled time(s). b. Enforce regulations concerning student conduct and discipline. c. Demonstrate punctuality and flexibility. d. Follow behavior intervention plans as requested. e. Dress in a manner that is consistent with school policies. f. Maintain accurate, complete, and appropriate records and files. g. Acknowledge and follow Individual Education Plan (IEP) requirements. 7. Demonstrate professional practices in teaching. a. Model correct use of oral and written language. b. Follow teacher lesson plans as required by school policy. c. Assign appropriate tasks and homework to students as determined by teacher guidelines and lesson plans. 8. Act in a professional manner. a. Take precautions to protect records, equipment, materials, and facilities. b. Assume responsibility for supervising students in out-of-class settings. c. Participate in meetings, planning sessions, and other professional development opportunities as appropriate. d. Support special education students and staff via classroom instruction, monitoring of student work, student supervision, and preparation of materials. 9. Assist with the physical needs of special education students when appropriate. a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas when appropriate. b. Ensure safe travel of students within the school environment and on study trips. c. Provide support related to ostomy care, catheterization, and/or other medically related procedures. 10. Perform other duties as assigned. Physical Demands: PHYSICAL DEMANDS While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Oth Classified Support Person/Substitute - Stellar Date Available: 9/26/2016 Job Code: Substitute - Stellar - 050060 Standard Hours: 40 Department: Grades K-5 non-aligned - 101199 Empl Class: NA Minimum Salary: $16,725.00/Annually Maximum Salary: $16,725.00/Annually License and Certification Qualifications: Satisfactory completion of Substitute Teacher Workshop certification or possession of a valid or expired professional teaching certificate (or letter of eligibility of same), or completion of student teaching with Gwinnett County Public Schools required. Education Qualifications: A minimum of a bachelor's degree from a Professional Standards Commission (PSC) approved institution required. Copies of transcripts from each college or university attended required. Experience Qualifications: Previous successful teaching experience or substitute teaching experience preferred. Skills Qualifications: Knowledge of curriculum, instruction, and assessment; knowledge of child development; ability to work effectively with administrators, central office staff, school based staff, students, parents, and the community; excellent oral and written communication and human relations skills; strong computer skills; knowledge of office and media equipment; and ability to give and follow oral and written instructions in the English language. Primary Responsibilities: Responsible for providing classroom instruction and maintaining classroom management in the absence of the teacher of record. 1. Provide classroom instruction for the teacher of record. a. Conduct supervised small groups of individualized classroom activities based on lesson plans developed by the teacher of record. b. Proctor standardized test with appropriate training. 2. Maintain classroom management for the teacher of record. a. Conduct behavior management strategies developed by the teacher of record. b. Organize learning environment to maximize student time on task. c. Maintain behavior which is conducive to learning. d. Encourage students to develop positive self-concepts. e. Follow student behavior intervention plans. f. Collect data on individual student behavior intervention plans. 3. Participate in professional responsibilities as requested by the teacher of record. a. Demonstrate prompt and regular attendance. b. Cooperate with the staff and support the development of activities and goals of the school. 4. Ensure proper communication protocol is followed as designated by the teacher of record. a. Communicate effectively with parents, colleagues, and other school and county level personnel. b. Follow teacher's guidelines with regards to communication. 5. Follow professional practices consistent with school and system policies in working with students, student records, parents, and colleagues. a. Interact in a professional manner with students and parents. b. Maintain student confidentiality. c. Work cooperatively with all school personnel and parents. d. Demonstrate a basic understanding of special education programs, legal requirements, and special education terminology. 6. Comply with district Board of Education policies and the administrative regulations for the state of Georgia. a. Conduct assigned classes at the scheduled time(s). b. Enforce regulations concerning student conduct and discipline. c. Demonstrate punctuality and flexibility. d. Follow behavior intervention plans as requested. e. Dress in a manner that is consistent with school policies. f. Maintain accurate, complete, and appropriate records and files. g. Acknowledge and follow Individual Education Plans (IEP) requirements. 7. Demonstrate professional practices in teaching. a. Model correct use of oral and written language. b. Follow teacher lesson plans as required by school policy. c. Assign appropriate tasks and homework to students as determined by teacher guidelines and lesson plans. 8. Act in a professional manner. a. Take precautions to protect records, equipment, materials, and facilities. b. Assume responsibility for supervising students in out-of-class settings. c. Participate in meetings, planning sessions, and other professional development opportunities as appropriate. d. Support special education students and staff via classroom instruction, monitoring or student work, student supervision, and preparation of materials. 9. Assist with the physical needs of special education students when appropriate. a. Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas when appropriate. b. Ensure safe travel of students within the school environment and on study trips. c. Provide support related to ostomy care, catheterization, and/or other medically related procedures. 10. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Substitute/Temporary/Substitute Job Code: Substitute - 004002 Standard Hours: 10 Department: Substitute Employee Department - 101180 Empl Class: NA License and Certification Qualifications: Satisfactory completion of GCPS Substitute Paraprofessional Training Program required. Education Qualifications: High school diploma or equivalent required. Experience Qualifications: Experience in a licensed child care environment with special needs students preferred. Skills Qualifications: Knowledge of child development; computer skills; effective interpersonal skills; and knowledge of office and media equipment. Primary Responsibilities: Provide support to the instructional program in the absence of the Special Education Paraprofessional. 1. Adapt classroom activities, assignments, and/or materials under the direction of the supervising teacher (i.e. reinforcement of Individualized Education Program (IEP) goals and objectives, etc.) for the purpose of supporting and reinforcing classroom objectives as well as providing an opportunity for all special education students to participate in classroom activities. 2. Administer tests, homework, and make-up work for the purpose of supporting teachers in the classroom. 3. Assist medically fragile or physically disabled students for the purpose of maintaining students' personal hygiene. 4. Assist physically and mentally challenged students with grooming, community accessibility, and other appropriate areas as assigned by teacher (i.e. feed, brush teeth, toileting, diapering, transferring to bus from wheelchairs, etc.) for the purpose of assisting students with their daily needs. 5. Attend meetings/training as required for the purpose of acquiring and/or conveying information relative to job functions. 6. Confer with teachers (special education and/or regular education teacher) on a regular basis for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives. 7. Implement under the supervision of assigned teacher, behavioral plans designed by IEP teams for the purpose of presenting and/or reinforcing learning concepts. 8. Monitor special education students (i.e. classroom, field trips, community skills, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment. 9. Perform record keeping and support functions (i.e. data collection, student files, checking papers, attendance, daily logs, etc.) for the purpose of supporting the teacher in providing necessary records/materials. 10. Provide under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (i.e. math groups, science experiments, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans and ensuring student success in school. 11. Respond to emergency situations (i.e. injured students, fights, behavior problems, abusive students, etc.) for the purpose of resolving immediate safety concerns. 12. Provide effective principles and procedures of crisis intervention including physical restraint as specified with the necessary training. 13. Assist with monitoring duties which may include hallways, lunchroom, restrooms, and/or bus duty as assigned. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 14. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. Employee is required to stoop, kneel, or crouch. Employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Substitutes/Substitute Date Available: 06/02/2025 Job Code: Substitute - 004002 Standard Hours: 10 Department: Substitute - 101180 Empl Class: NA License and Certification Qualifications: Satisfactory completion of GCPS Substitute Paraprofessional Training Program required. Education Qualifications: High school diploma or equivalent required. Experience Qualifications: Experience in a licensed child care environment preferred. Skills Qualifications: Knowledge of child development; computer skills; strong interpersonal skills; knowledge of office and media equipment; and ability to give and follow oral and written instructions in the English language. Primary Responsibilities: Assist teachers and students by working with students individually or in small groups assessing performance, reinforcing instruction, motivating learning, assisting with classroom management, and other non-instructional work. 1. Assist teachers in the supervision of learning activities circulating within the classroom and providing assistance and learning support to students. 2. Provide instruction to students as prescribed by the supervising teacher and reinforce skills introduced by the teacher. a. May utilize games, stories, or other constructive activities to enhance students' learning skills. 3. Assist teachers in checking and objectively evaluating students' work. 4. Assist in managing student behavior and maintaining classroom order. a. Reinforce rules of the school and classroom. b. Escort students as required. c. Implement de-escalation procedures specified in necessary training. 5. Assist in the preparation of lesson plans and teacher preplanning sessions. a. Provide input and assistance in the development of classroom activities and learning tools. 6. Assist in diagnosing student math and communication skills. a. Monitor students' progressive learning skills. b. Make teacher aware of students learning deficiencies. c. Document records of learning activities and diagnosis. 7. Prepare or assist in the preparation of instructional materials. a. Perform support tasks such as copying materials, laminating items, typing correspondence, and filing paperwork and documentation. 8. Coordinate with media center staff for classroom learning resources. a. Setup equipment in classroom for teacher's instructional objectives. 9. Prepare instructional reports and complete required forms, schedules, and other data as required. a. Maintain attendance records and assign student seating. b. Learn assigned bus route(s). 10. May be assigned monitoring duties such as hallways, lunchroom, restrooms, and bus duty. a. Ensure appropriate student conduct during these periods. b. Escort students to designated activity areas. 11. Perform other duties as assigned. Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, have significant finger dexterity and/or reach. The employee is required to stoop, kneel, or crouch. The employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.