ISS (Special Education)

Full Job Description

About the Position: This position is located at the Pacific East District Office in Yokota, Japan. This position is not covered by a bargaining unit.

Federal employees in Yokota, Japan are currently entitled to receive a 20% Post Allowance (COLA) in addition to the base salary. Post Allowance is subject to change frequently.

Who May Apply: Current Competitive Service Department of Defense Education Activity (DoDEA) Civilian Employee Current Excepted Service Department of Defense Education Activity (DoDEA) Employee Current Excepted Service Department of Defense Employee Current Excepted Service Employee Current Permanent Department of Defense (DoD) Civilian Employee Non-Department of Defense (DoD) Transfer In order to qualify, you must meet the education and experience requirements described below.

Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (e.g., Peace Corps, AmeriCorps) and other organizations (e.g., professional; philanthropic; religious; spiritual; community; student; social).

You will receive credit for all qualifying experience, including volunteer experience.

Your resume must clearly describe your relevant experience; if qualifying based on education, your transcripts will be required as part of your application.

Minimum Education Requirement: A minimum of a Master's degree in the field of Special Education or Education is required for all Special Education Instructional System Specialist (ISS) positions.

AND Specialized Experience Requirement (5 years): Specialized experience is experience gained in teaching, educational research, development of educational materials and aids, educational testing, educational administration, or comparable activities in an elementary and/or secondary school, which has clearly demonstrated success in the application of principles, methods, and techniques of education and familiarity with current developments in PK-12th grade education and training.

This experience must have been in Special Education.

AND Professional Licensure Requirement: Applicants must be currently certified or certifiable under the current DoDEA standards in any Special Education certification area.

Preferred consideration given to applicants that have completed coursework in the following content areas: 1.Learning theory, psychology of learning, educational psychology: Study of learning theories as they relate to the systematic design, development, and validation of instructional material.

2.Instructional design practices: Study of the principles and techniques used in designing training programs, developing design strategy and models, and applying design methods to the improvement of instructional effectiveness.

3.Educational evaluation: Study of the techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments.

4.Instructional product development: Study of the techniques appropriate for developing training materials, including identifying learner characteristics, specifying objectives, applying training strategy, validating training materials, and evaluating training.

5.Computers in education and training: Study of the application of computers in education and training.

Information on DoDEA teaching categories and requirements is located at: https://www.dodea.edu/offices/human-resources/work-dodea/teaching-categories-and-requirements You will be evaluated on the basis of your level of competency in the following areas: Education Consultation, Coaching and Collaboration Instructional Implementation Instructional Program Administration Partnering Staff and Faculty Development Major Duties:

• Provide coaching (both in-person and virtually) to Special Education educators/educational leaders.
• Guide leadership/leadership team(s) in the school-wide implementation planning (this includes professional development, time for job-embedded learning, and scheduling).
• Foster professional practice improvement of teachers in a Special Education learning environment.
• Implement special education instruction within student-centered learning environments (such as the physical space, academic, social, and emotional learning opportunities, and daily structure).
• Advise educators in leveraging interpreted data to improve teaching effectiveness.