SpED Early Childhood Strategies Teacher Full-time Standard (#271684)
Administer appropriate district curriculum which is aligned with Common Core State Standards and is consistent with IEP instructions as needed. Designs and implements the components of an effective lesson for instruction and student assessments aligned with Common Core State Standards. Designs coherent, differentiated, instruction and student assessments aligned with Common Core State Standards at the appropriate instructional level for the student. Provide appropriate instructions, modifications, adaptations, and implements Individual Education Plans (IEP) in an organized, systematic, and meaningful manner. Analyze student progress and ensure assessment regulations and guidelines are followed at all times. Demonstrates mastery of content and pedagogy, knowledge of students and resources, typical developmental patterns of student, and characteristics of students with disabilities. Sets instructional outcomes for diverse learners. Classroom Environment
Creates an environment of respect and rapport while developing a climate that promotes positive learning conditions. Maintains a positive, orderly, safe, accessible and academically focused learning, resource-rich environment. Manages classroom procedures and student behavior. Demonstrates cultural competency. Instruction
Communicates learning expectations to students. Engages students in learning. Utilizes discussion and questioning techniques. Embeds assessment in instruction. Demonstrates flexibility and responsiveness. Demonstrates familiarity with Multi-Tiered Systems of Support. Demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum. coordinates effectively with other service staff in providing student instruction. Professional Responsibilities
Maintains accurate records and IEP’s as mandated by state and federal guidelines, within established timelines. Demonstrates professionalism, integrity and ethical conduct. Supports, communicates and works professionally with administrators, staff and community and follows all protocols consistent with the WCSD’s procedures. Makes a focused effort to promote meaningful participation of parents in the IEP process. Reflects on teaching. Participates in a professional community. Participates in other job-related duties and activities related to the position as assigned. Works as part of an education/assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students. Special Education teachers can be assigned as Resource Special Education teachers or can be assigned to specific specialized programs that are broken down from the Special Education umbrella in order to provide adequate supports for all students requiring special needs. In the case where a teacher is assigned to a specialized program, all of the above-mentioned job duties/responsibilities apply, as does the information tied to the specific program. Specialized programs within the Special Education umbrella at WCSD are described below.
When assigned to:
EC STRAT – Early Childhood/Strategies (for details on Strat, see Strat description)
The SPED Early Childhood Strategies Teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC & Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed by the teacher and other support staff to best suit student needs.
STRATEGIES: (Designed to support students who may be on the autism spectrum) Program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small-group setting with a high adult-student ratio utilizing discrete trial teaching of academic, functional, and social skills. Teachers use visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data-based decision-making with a focus on generalization and maintenance of skills and maximum student independence
Education/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. A typical way to obtain the knowledge and skills would be:
Education: Bachelor's Degree from and accredited college or university with student teaching experience and the ability to obtain a valid Nevada teaching license.
Knowledge of: Child development; behavior and characteristics of students; subject area and/or credential area of teaching. (e.g. special education, math, science, etc.); effective teaching skills; planning and organizing; supervision and control; assessment and diagnosis; interpersonal relations.
Skill at: Creating an effective environment for learning, establishing and maintaining effective working relationships with teachers, administrators, counselors, and other staff members. The ability to establish and maintain standard of pupil behavior needed to achieve a functional learning atmosphere in the classroom. Effective utilization of technology in instruction, planning, data-based decision making and monitoring of student achievement.
License/Certificates: Possession of, or the ability to obtain a valid Nevada teaching license in the relevant subject area/and or grade level.
Special Considerations: When selected for Department chair of a high school, additional pay will be provided based on number of teachers supervised.
THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND PERFORM ANY OTHER RELATED DUTIES, AS MAY BE REQUIRED BY THEIR SUPERVISOR.
The Washoe County School District is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors. The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individual's actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.
AB483: To retain highly effective teachers in designated schools, certified employees may be eligible to receive a PERS eligible financial incentive up $1,500. The incentive is paid in October 2017 (if all criteria is met).
*Actively employed as a post-probationary certified employee at time incentive is paid; AND
*Remain as a certified employee at the eligible school or in the eligible subject area for the 2016-17 school year; AND
*Remain at same school or subject area in October 2017; AND *Remain full-time (1.0) status; AND *Have a Highly Effective April 2017 evaluation; AND
*90% attendance for the 2016-17 school year
*(Critical needs hires are not eligible for the incentive)
SB511: To recruit effective teachers in designated schools, classroom teachers may be eligible to receive a financial incentive (non-PERS eligible) up $5000. The incentive will be paid in December 2016 and June 2017 if the criteria is met. Critical needs hires are not eligible for the incentive.
Payments for SB511:
Month of Hire
Additional $500 if teacher is hired for Math, Science, Special Education, ELL, or CTE position before May 31, 2016. Additional $500 if teacher is provided an early offer in March, April, May 2016.
Criteria for December 2016 payment (1/2 of incentive amount): *2016-17 new hire teacher (cannot have been employed as a contracted teacher at any time in the 2015-16 school year); AND *Work as a classroom teacher at a designated school for the 2016-17 school year; OR Enrolled in the Special Education *Options program for Strategies, SIP, CLS, or Early Childhood; AND *Work as a full-time (1.0) status.
Criteria for June 2017 payment (1/2 of incentive amount): *2016-17 New Hires (cannot have been employed as a contracted teacher at any time in the 2015-16 school year); AND *Remain as a classroom teacher at current school for the 2016-17 school year; OR Enrolled in the Special Education *Options program for Strategies, SIP, CLS, or Early Childhood; AND *Remain full-time (1.0) status; AND *Have a Highly Effective or Effective April 2017 evaluation; AND *90% attendance for the 2016-17 school year
**To receive the incentives, must attend Ethnicity 101