Special Education Teacher ILS (Life Skills)

Job | Posted 4 days ago
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Description

Fulltime - 197 Days/Yr. - 7.25 Hrs./Day - Mon-Fri
Full Benefits Package

NEW HAMPSHIRE PUBLIC SCHOOLS
SCHOOL ADMINISTRATIVE UNIT #1
CONTOOCOOK VALLEY SCHOOL DISTRICT
                                               
_____________________________________________________________________________
 
POSITION TITLE:            Special Education Teacher
 
SUPERVISOR:                     Building Principal and Director of Special Education
 
QUALIFICATIONS:           

  • New Hampshire DOE Special Education certification
  • Bachelor’s degree from an accredited college or university in Special Education or related discipline applicable to assignment
  • Master’s Degree in related area preferred
  • One to three years of successful prior experience for the appropriate grade levels preferred. Experience teaching students with intellectual disabilities, physical impairments and social-emotional and behavioral challenges is preferred
  • Possess a belief that students are best served when they are included with their peers to the greatest extent possible
  • Possess an understanding of the state curriculum standards as they apply to students with intellectual disabilities
  • Possess an understanding of Individuals with Disabilities Education Act (IDEA), associated timelines and requirements, and use of the New Hampshire Special Education Information System (NHSEIS)
  • Possess an understanding of the requirements of the Alternative Portfolio

SUMMARY: Under the general supervision of the School Principal and Director of Special Education, the teacher will maximize the learning experience of students with special needs, in academic skills, interpersonal skills and activities of daily living, and social-emotional and behavioral skills,  by implementing district approved curriculum; documenting teaching and student progress/activities and outcomes; addressing student specific needs; providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations and goals.
 
KNOWLEDGE, SKILLS and ABILITIES
  • Knowledge of special education principles, theories, testing, methods as well as proven methods of maximizing the educational experience of students with special needs
  • Knowledge of differentiated instruction, specially designed instruction and high leverage practices for students with diverse learning needs
  • Knowledge of data information systems, data analysis and the formulation of action plans
  • Knowledge of applicable federal and state laws regarding education and students
  • Ability to use computer network system and software applications as needed
  • Ability to organize and coordinate work
  • Ability to communicate effectively with students, staff and parents
  • Ability to engage in self-evaluation with regard to performance and professional growth
  • Ability to establish and maintain cooperative working relationships with others contacted in the course of work
  • Ability to meet timelines and deadlines, and thoroughly and accurately complete documentation related to the special education process

DUTIES AND RESPONSIBILITIES:
 
Case Management:
  • Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning
  • Case manages and facilitates the Independent Education Plan (IEP) process: Referral, eligibility determination, IEP development and placement
  • Assists students and teaching staff in implementing student IEP's and behavior management plans
  • Develops and administers school curriculum consistent with school district initiatives, and goals and objectives
  • Serves as ready resource to students and parents to provide special education support that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school for students on the caseload
  • Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed
 
Instruction:
 
  • Promotes a classroom environment that is safe and conducive to individualized and small group instruction and student learning
  • Develops lesson plans and instructional materials, and translates lesson plans into learning experiences so as to best utilize the available time for instruction
  • Conducts ongoing assessment, including data collection of student learning in the educational setting
  • Provides a range of purposefully and intentionally designed instructional practices in collaboration with classroom teachers to adapt instruction to the needs of special education students by adjusting the content, methodology, or delivery of instruction, and when necessary provide modifications to address the unique needs of the child to ensure access of the child to the general curriculum and student needs are met in the least restrictive setting
  • Conducts individual and small group instruction as needed and appropriate
  • IEP’s for caseload students will be developed by the special education teacher and the IEP team and shared with all relevant staff members
  • Encourages parental involvement in students' education and ensures effective communication with students and parents on their caseload
  • Assists the classroom teacher in ensuring that student conduct conforms with the school's standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom
  • Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and advocates for student on the caseload
 
Professional Responsibilities:
 
  • Participates in faculty meetings and committees
  • Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records
  • Supervises students in activities that take place out of the classroom during the school day, may include activities involving school transportation
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research
  • Organizes and maintains a system for accurate and complete record-keeping, keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws
  • Reporting for all student activities, achievement and attendance as required by district procedures and applicable laws
 
 Performs other position related tasks or services as may be assigned by the School Principal or Director of Special Education or other central office administrators as designated by the Superintendent
 
Note:  The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.
 
Evaluation & Professional Growth
The individual in this position is expected to participate in the professional growth and evaluation process in accordance with the District procedures.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:
  • Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
  • Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.
  • Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.
  • Seldom, Crawling.  Moving about on hands and knees or hands and feet.
  • Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.
  • Frequently, Standing. Particularly for sustained periods of time.
  • Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
  • Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
  • Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
  • Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
  • Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
  • Occasionally, Grasping. Applying pressure to an object with the fingers and palm.
  • Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
  • Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
  • Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.
 The physical requirements of this position
  • Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
  • The visual acuity requirements include color, depth perception, and field of vision.
  • The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
  • The conditions the worker will be subject to in this position.
  • The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).
 
 

Posted By

Contoocook Valley School District (SAU No. 1)

106 Hancock Rd., Peterborough, NH 03458-1197
 
Insights
Compare with State

Amount per Student

State Average: $16,146 (USD)

% ELL Students

State Average: 2%

Student Teacher Ratio

State Average: 12.35

% IEP Students

State Average: 16%

FTE

16

State Average: 104