Special Education Teacher

Special Education Teacher

Primary Purpose: Special Education Teacher ensures learners develop the language, confidence, and academic skills needed to participate fully and succeed in grade-level learning. Leads programming aligned with Corrective Action Plan, Academic Plan, WIDA standards, and Georgia requirements. The role includes direct instruction, teacher collaboration, progress monitoring, family partnership, and compliance documentation.

Position Details:

• Location: Atlanta, GA (NE area)
• Pay: Starting at $43/hr
• Schedule: Part-Time Hours may vary - Mornings

Qualifications:

• Bachelor’s degree in Special Education or related field; Master’s degree preferred.
• Valid GA teaching certification in Special Education required - K-12
• Minimum 2-3yrs previous special education teaching experience required.
• Knowledge of WIDA standards, English-language proficiency assessment, and Georgia requirements for English learners.
• Experience working with students with a range of disabilities (e.g., learning disabilities, autism, developmental delays, etc.)
• Believe deeply in the potential of refugee, immigrant, newcomer, and multilingual students.
• View multilingualism and cultural diversity as strengths.

Skills & Experience:

• Experience developing or teaching within a newcomer program, preferred
• Experience supporting refugee, immigrant, multilingual, or students with limited or interrupted formal education, preferred
• Experience with sheltered instruction, foundational literacy, MTSS, and progress monitoring, preferred 
• Proficiency in a language represented within the community preferred
• Maintain high academic expectations while providing appropriate language and learning supports.
• Build trusting relationships across cultural and language differences.
• Collaborate effectively and take initiative in developing programs and systems.
• Use data to evaluate impact and improve instruction.
• Demonstrate professionalism and ethical conduct consistent with the Georgia Code of Ethics for Educators.

Responsibilities:

• Plan and deliver culturally responsive, trauma-informed instruction aligned with WIDA standards and the Georgia Standards of Excellence.
• Differentiate listening, speaking, reading, and writing instruction based on students’ proficiency and academic needs.
• Develop and implement three-tier newcomer model, including orientation, survival English, foundational literacy, academic vocabulary, study skills, and access to grade-level content.
•  Provide services through approved models, including designated ESOL classes, small groups, push-in support, and FLEX intervention.
• Support students with limited or interrupted formal education through age-appropriate, accelerated foundational instruction.
• Use six-week data cycles to establish goals, monitor language and academic growth, and adjust services.
• Coordinate required screening, identification, placement, assessment, monitoring, and exit processes for English learners.
• Maintain accurate records of services, accommodations, assessments, family notifications, and student progress.
• Collaborate with content teachers to embed language objectives, academic vocabulary, visuals, modeling, accessible texts, and structured discussion into Tier 1 instruction.
• Help teachers interpret WIDA data and apply practical strategies that maintain grade-level rigor.
• Participate in the Student Success Team and MTSS process, helping distinguish language acquisition from a possible disability.
• Partner with families using culturally responsive communication and interpretation or translation support when needed.
• Track CAP deliverables and provide clear updates on implementation, student outcomes, program needs, and next steps.
• Support required state, federal, FTE, and authorizer reporting and monitoring.
• Perform other duties assigned by the Principal or required by applicable policy.

Work Environment:

• Classroom and school environment, which may include both individual and group instruction.
• May involve working with students in various settings (classroom, therapy rooms, or outdoor spaces).
• Frequent interaction with parents, staff, and administrators.