Gaffney High School - Special Education Resource Teacher

Position Type:

Special Education Teaching/LD Resource

Date Posted:

2/13/2026

Location:

Gaffney High School

Closing Date:

02/23/2026

JOB DESCRIPTION

JOB TITLE: HIGH SCHOOL SPECIAL EDUCATION RESOURCE TEACHER

Days of Work: 190

GENERAL STATEMENT OF JOB

The high school special education resource teacher provides specialized instruction and support to students with disabilities in grades 9 12 through direct instruction and co-teaching models. The teacher implements Individualized Education Programs (IEPs), collaborates with general education teachers, and supports access to grade-level standards and postsecondary readiness. Reports to the principal.

SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS

Provides direct specialized instruction aligned to IEP goals and state standards.

Implements co-teaching models within general education classrooms.

Differentiates instruction and assessments.

Implements accommodations, modifications, and behavior supports.

Collects and maintains IEP progress monitoring data.

Collaborates with teachers, staff, and families.

Maintains compliance with IDEA, Section 504, and district procedures.

Maintains accurate records and documentation.

Participates in IEP meetings and reevaluations.

Performs other duties as assigned.

MINIMUM QUALIFICATIONS:

Bachelor's degree or above. Valid South Carolina teacher's certificate in Special Education. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

ESSENTIAL JOB FUNCTIONS

Instruction & Service Delivery

Provides direct specialized instruction in resource and/or small-group settings aligned to IEP goals and South Carolina state standards.

Implements co-teaching models (e.g., station teaching, parallel teaching, team teaching, alternative teaching) with general education teachers.

Differentiates instruction, assignments, and assessments to meet individual student needs.

Provides explicit instruction in academic skills, executive functioning, and learning strategies.

Supports students in accessing grade-level curriculum in inclusive settings.

Uses evidence-based practices for students with disabilities.

IEP Implementation & Compliance

Implements all components of students' IEPs, including accommodations, modifications, and services.

Collects and maintains accurate progress monitoring data on IEP goals.

Assists in development, review, and revision of IEPs.

Provides input for reevaluations and eligibility determinations.

Maintains compliant documentation in district/state systems (e.g., EdPlan/IEP system).

Participates in manifestation determination reviews, functional behavior assessments, and behavior intervention planning when applicable.

Collaboration & Co-Teaching

Collaborates with general education teachers to plan lessons, assessments, and supports.

Participates in PLCs and data meetings to address student needs.

Communicates regularly with families regarding student progress.

Works with related service providers and support staff.

Supports transition planning and postsecondary readiness for students.

Classroom Environment & Management

Establishes and maintains a structured, supportive learning environment.

Implements behavior supports and positive behavior interventions.

Teaches self-advocacy, organization, and independence skills.

Ensures appropriate supervision and safety of students.

Professional Responsibilities

Maintains confidentiality of student records and information.

Attends required meetings, professional development, and trainings.

Maintains accurate records and reports.

Follows district, state, and federal regulations (IDEA, Section 504, FERPA).

Communicates effectively with staff, students, families, and administration.

Performs other duties as assigned by administration.

STANDARDS

Classroom Management

Begins classes promptly and maintains structure.

Communicates expectations clearly.

Implements proactive and responsive behavior strategies.

Maintains a positive learning environment conducive to student success.

Planning for Instruction

Plans lessons aligned with IEP goals and state standards.

Uses data to inform instruction and interventions.

Collaborates with co-teachers on lesson planning.

Adapts materials and strategies for diverse learners.

Teaching the Lesson

Uses explicit, systematic instruction.

Provides modeling, guided practice, and feedback.

Checks for understanding and adjusts instruction.

Encourages student engagement and independence.

Integrates assistive technology and accommodations.

Data & Progress Monitoring

Collects ongoing academic and behavioral data.

Uses data to adjust instruction and supports.

Reports progress toward IEP goals as required.

Standards Required to Perform Essential Job Functions

Physical Requirements: Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisor.

Language Ability: Requires the ability to read a variety of policy and procedure manuals, computer manuals, reference materials, etc. Requires the ability to enter data into computer and prepare reports, correspondence, minutes, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Must be able to speak with poise, voice control and confidence and to articulate information to others.

Intelligence: Requires the ability to apply logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of instructions in oral, written, schedule, mathematical or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to make independent judgments in the absence of supervisor; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic office machinery functions.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational and cultural backgrounds.

Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, to determine time. Must be able to use practical applications of fractions, percentages, ratio and proportion.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment and communications machinery.

Manual Dexterity: Requires the ability to handle a variety of items including computer keyboards, office equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under moderate stress when confronted with an emergency or tight deadline. The worker is subject to tension as a regular, consistent part of the job.

Physical Communication: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Must be able to hear and understand communications through a telephone.

Essential Functions:

Meets and instructs assigned classes in the locations and at times designated.

Plans a program of study that meets the individual needs, interests, and abilities of the students and state standards in the subject area.

Establishes clear objectives for all classroom activities and communicates these objectives to students.

Employs a variety of instructional techniques and instructional media consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.

Provides for a programmed system of homework to support and reinforce daily learning activities.

Utilizes effective classroom management strategies to create a classroom environment that is conducive to learning and developmentally appropriate for students.

Writes lesson plans, daily and long-term

Utilizes technology to enhance student learning.

Maintains a current teaching certificate and highly qualified status based on the "No Child Left Behind" guidelines.

Strives to implement by instruction and action the District's philosophy of education and instructional goals and objectives.

Assesses the accomplishments of students on a regular basis and provides progress reports as required.

Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of District specialists as required.

Takes all the necessary and reasonable precautions to protect students, equipment, materials and facilities.

Maintains accurate, complete and correct records as required by law, District policy, and administrative regulation.

Performs all other duties and responsibilities as assigned.

Provide full, willing and helpful cooperation in carrying out all reasonable instructions or extra assignments which are given by the principal before, during and after the school day

Record accurately the number of students present and absent each day in the manner prescribed by the principal.

Follow the curriculum standards and local course of study, to follow rules and regulations of the state and policies of the local Board, and to follow administrative procedures at the school and system level.

Maintain positive relationships with the home, parent(s) and the community.

Keep parent(s) duly informed of the child's progress (through a variety of methods) and hold conference with parents and appropriate others as necessary.

Responsible for reporting any reasonable suspicions related to a child's health or welfare because of abuse or neglect to the appropriate state/community agency, as well as the principal.

Abide by the SC Teacher Code of Ethics.

Participate in appropriate and required staff development sessions at the school and/or system level.

Ensure that the use of the district's resources (time, money, people) are used in the most strategic and effective way possible.

Report all accidents/injuries on the required form to the principal in a timely manner.

Properly supervise students.

Keep a current class record and submit it to the principal upon request and at the end of the year.

Keep a complete cumulative record on each child.

Maintain a clean, orderly, safe classroom

Administer appropriate assessments, record scores on cumulate records, interpret test scores as needed, and analyze assessment data to improve instruction and student learning

Plan, prepare, implement, assess instructional lessons that teach the standards and are appropriate for individual student needs

Maintain proper classroom and school order that supports student learning

DISCLAIMER: This job description is not an employment agreement or contract. Management has the exclusive right to alter this job description at any time without notice.

Cherokee County School District does not discriminate against any individual on the basis of race, religion, sex, color, disability, age, national origin, or any other applicable status protected by local, state, or federal law. The district also provides equal access to the Boy Scouts of America and other designated youth groups as required by law.