Special Education Teacher MI/ID 1.0 FTE
Responsible for facilitating learning for special education students; instructing, assessing, and program planning for students with a primary disability of autism, moderate to severe intellectual disabilities, and/or multiple impairments disabilities (including medically fragile, visually impaired, orthopedic impairment, and/or other health impairment); monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students, parents, and District personnel; working within a pullout environment or within a self-contained classroom. This job reports to the Building Principal.
- Establishes an instructional/learning environment for students.
- Provide direct instruction to students in the following areas as determined in the IEP: academics, communication, fine and gross motor, mobility, social/recreation/leisure, community, vocational, and independent living skills.
- Administers a variety of evaluative tools (e.g. developmental testing programs, subject specific assessments, etc.) for the purpose of assessing student competency levels and developing individual learning plans.
- Administers first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children.
- Assesses student progress towards objectives, expectations, and goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
- Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed.
- Establishes and maintains a behavioral management system for students; Manages student behavior for the purpose of providing a safe and optimal learning environment.
- Monitors students' behavior and/or activities in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
- Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, IEPs, progress reports, data sheets, lesson plans, evaluations, etc.) for the purpose of documenting student progress and meeting mandated requirements.
- Supervises paraeducators (e.g. training, scheduling, supporting, etc.) for the purpose of monitoring performance and ensuring standards are achieved.
- Collaborates with parents, instructional staff, other school personnel (e.g. OT, PT, Speech Pathologist, School Psychologist, etc.) for the purpose of improving the overall quality of student outcomes and achieving student educational plan objectives.
- Differentiates instruction (e.g. online curriculum, alternative curriculum, multi-media, assistive technology, modified content, multi-sensory, etc.) for the purpose of providing students with different instructional avenues that address individualized learning within established curriculum guidelines.
- Informs parents and legal guardians of student progress for the purpose of communicating expectations, student's achievements, developing methods for improvement, and reinforcing classroom goals in the home environment.
- Maintains documents, files, and records (e.g. grades, IEPs, etc.) for the purpose of providing up-to-date information and historical references in accordance with established guidelines and legal requirements. Maintains records and reports regarding pupil progress in a timely manner.
- Participates in a variety of meetings (e.g. IEP meetings, staff meetings, parent teacher conferences, etc.) for the purpose of conveying and gathering information required to perform functions.
Job Requirements: Minimum Qualifications
- High interest in serving students with complex needs (cognitive, communication, adaptive, behavioral, academic, social/emotional)
- Understanding of child development stages and developmentally appropriate expectations
- Strong communication skills both verbal and nonverbal
- Ability to establish and maintain constructive relationships
- Ability to demonstrate flexibility and creativity
- Ability to maintain confidentiality
- Bachelor’s degree in education with elementary education preferred
- North Dakota Teaching License with special education endorsement required, Intellectual Disabilities endorsement preferred.
- Knowledge of current programming trends in special education
- Working knowledge of functional behavior assessments and behavior intervention plans
- Experience in supervising and scheduling paraeducators/paraprofessionals
- Experience working with students with multiple disabilities.
- Experience working with students who are on the autism spectrum and multiple disabilities.
The usual and customary methods of performing the job's functions require the following physical demands: frequent lifting and carrying up to seventy-five (75) pounds, some pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 30% sitting, 60% walking, and 10% standing. The job is performed under conditions with exposure to risk of injury and/or illness and in some varying atmospheric conditions.
Terms: See the Fargo Public Schools Teacher Contract 2019-21
Fargo Public Schools is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The School District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.