JobID 3204 : Special Education Teacher with Learning Disabilities (SM) or Emotional Impairment (SE) (#1964690)
In accordance with the Bargaining Agreement.
The Special Education teacher is responsible for planning and implementing the goals of the Individual Education Plan (IEP). The Special Education teacher is also responsible for planning instruction and/or adaption of the education program to enable students to benefit from educational experiences.
The Special Education Teacher reports to the Principal and Assistant Principal.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Builds trust and confidence with students.
2. Plans and modifies curriculum, lessons, and special education programs and teaching methods.
3. Maintains the physical environment of the classroom for organization and presentation purposes.
4. Monitors and evaluates student progress based on work output and observation, determines goals, objectives and directions.
5. Prepares report cards, educational records, progress reports, IEP forms, classroom observation records, and other forms.
6. Administers formal and informal evaluations.
7. Establishes a structured classroom to insure the safety of each student.
8. Assumes responsibility for the development and implementation of specific objectives to meet the needs of each individual student.
9. Judges the relative success of their instruction in terms of demonstrated student learning; adjust their activities according to evidence of student learning.
10. Communicates frequently with parents and guardians by such means as conferences, newsletters, notes, telephone calls, and email – both during and outside the school day.
11. Attends IEP meetings, staff meetings, and inservice meetings.
12. Participates in continual professional growth opportunities which are aligned with school and District priorities.
13. Participates collaboratively with peers and in cooperation with their administrators, in planning and evaluating the instructional program of the building to assure equitable learning opportunities and quality learning for all students.
14. Represents the in an affirmative manner in the community.
15. Other responsibilities as may be assigned.
Supervises classroom and students and oversees paraprofessional for instruction purposes.
EDUCATION and/or EXPERIENCE:
1. Bachelors degree.
2. Valid teaching certificate with Learning Disabilities (SM) and/or Emotional Impairment (SE) Endorsement in special education required. ASD certification is desired but not required.
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES
Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all District requirements and Board of Education policies.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit and reach with hands and arms. The employee is frequently required to use hands to finger, handle, or feel objects, tools, or controls and stoop, kneel, crouch, or crawl. The employee may occasionally bend or twist at the neck and back. While performing the duties of this job, the employee may occasionally push or lift up to 90 lbs to assist students in positioning or to assist with equipment. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, peripheral vision, and distance vision. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is moderate to loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being, and work output of students.