Professional Educator jobs at State of Georgia: Teachers Retirement System of Georgia - 10 jobs

Paraprofessionals/Para AUT-Severe Level I Date Available: 1/20/26 Job Code: Para AUT-Severe Level I - 050074 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/Sp Ed Instructional Specialist Date Available: 01/12/2026 Job Code: Sp Ed Instructional Specialist - 060165 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: Eligible for Georgia Teacher Certification in Special Education preferred. Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred. Experience Qualifications: Three years of successful teaching experience with an emphasis in special education required. Experience delivering professional learning opportunities and experience teaching professional learning teams preferred. Skills Qualifications: Ability to organize and complete multiple tasks/projects concurrently; ability to create and deliver effective staff development; strong communication skills, both in oral and written format: strong technology skills, including the Lotus Notes Database and Microsoft Office Suite programs; knowledge and application of research-based instructional strategies; knowledge and application of special education case manager duties and responsibilities; ability to ensure compliance with state and federal regulations; ability to work successfully with colleagues; ability to project and generate a positive attitude; and ability to effect change. Primary Responsibilities: Support, develop, and coach special education teachers on content knowledge and skills for effective teaching and learning. 1. Design and deliver professional learning for the special education program. a. Provide professional learning opportunities by modeling and facilitating instruction with special education teachers. b. Demonstrate practical application of research based, learner-centered instructional strategies including the Quality-Plus Instructional Strategies. 2. Demonstrate content knowledge and professional growth. a. Engage in continual learning to deepen content and pedagogical knowledge in special education (current and emerging trends/needs). b. Develop and improve knowledge through professional development, conferences, publications, and collegial networks. 3. Support local schools in the district. a. Provide support and assistance to principals, assistant principals, department chairs, and other appropriate personnel who create and implement interventions and extensions in special education programs. b. Support special education classroom teachers with effective classroom instruction, ongoing assessments, and effective classroom management. c. Provide information to appropriate personnel regarding current research, knowledge, and trends in special education. 4. Model student support and provide guidance in classrooms as appropriate. 5. Perform Title II allowable 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, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 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.

Teachers/Tchr AUT-Moderate-Level II Date Available: 9/19/2016 Job Code: Tchr AUT-Moderate-Level II - 060158 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/Sp Ed Instructional Specialist Date Available: 01/12/2026 Job Code: Sp Ed Instructional Specialist - 060165 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: Eligible for Georgia Teacher Certification in Special Education preferred. Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred. Experience Qualifications: Three years of successful teaching experience with an emphasis in special education required. Experience delivering professional learning opportunities and experience teaching professional learning teams preferred. Skills Qualifications: Ability to organize and complete multiple tasks/projects concurrently; ability to create and deliver effective staff development; strong communication skills, both in oral and written format: strong technology skills, including the Lotus Notes Database and Microsoft Office Suite programs; knowledge and application of research-based instructional strategies; knowledge and application of special education case manager duties and responsibilities; ability to ensure compliance with state and federal regulations; ability to work successfully with colleagues; ability to project and generate a positive attitude; and ability to effect change. Primary Responsibilities: Support, develop, and coach special education teachers on content knowledge and skills for effective teaching and learning. 1. Design and deliver professional learning for the special education program. a. Provide professional learning opportunities by modeling and facilitating instruction with special education teachers. b. Demonstrate practical application of research based, learner-centered instructional strategies including the Quality-Plus Instructional Strategies. 2. Demonstrate content knowledge and professional growth. a. Engage in continual learning to deepen content and pedagogical knowledge in special education (current and emerging trends/needs). b. Develop and improve knowledge through professional development, conferences, publications, and collegial networks. 3. Support local schools in the district. a. Provide support and assistance to principals, assistant principals, department chairs, and other appropriate personnel who create and implement interventions and extensions in special education programs. b. Support special education classroom teachers with effective classroom instruction, ongoing assessments, and effective classroom management. c. Provide information to appropriate personnel regarding current research, knowledge, and trends in special education. 4. Model student support and provide guidance in classrooms as appropriate. 5. Perform Title II allowable 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, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 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/Para AUT-Moderate-Level II Date Available: 1/20/26 Job Code: Para AUT-Moderate-Level II - 050075 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 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.

Paraprofessionals/Para AUT-Severe Level I Date Available: 1/20/26 Job Code: Para AUT-Severe Level I - 050074 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 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 - 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/Para AUT-Moderate-Level II Date Available: 01/12/2026 Job Code: Para AUT-Moderate-Level II - 050075 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.

Paraprofessionals/Parapro Sp Ed - MIID Res/SC Date Available: 09/06/2016 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: 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.