SPECIAL EDUCATION SELF CONTAINED/LIFE SKILLS K-5 Teacher
Must hold a license issued by Utah State Office of Education.
The license must be in Special Education (K-12+) (Level 1).
The license position area must be in one of the following areas: Autism, Deaf-Blind, Early Intervention Specialist, Educational Diagnostician, Emotional Behavior Disabilities, Hearing Impairment, Intellectual Disabilities, Learning Disabilities, Mild/Moderate Disabilities, Physical Disabilities, Severe/Profound Disabilities, Special Education (General), Traumatic Brain Injury, Visual Impairment.
The license must be in one of the following grades: 1st, 2nd, 3rd, 4th, 5th.
The license status must be active.
A UTVA Special Education teacher is a professional who prepares and delivers lessons and teaches small groups in a virtual classroom where students are able to respond and participate remotely. The Special Education teacher will collaborate with other special education teachers, students, learning coaches, administration, and general education teachers to meet the academic needs of his or her students, as outlined in their Individualized Education Plans. They will provide accommodations and modify curriculum when appropriate for the students on their caseload as well as their instructional load. The Special Education teacher will also facilitate communication with general education teachers and help prepare students for mandatory State testing. The Special Education Teacher will also prepare all necessary IEP paperwork and manage IEP meetings and file compliance for a caseload of students. The Special Education Self-Contained Teacher gathers curriculum to create monthly homework packets and create lessons from scratch to teach in one-on-one and small group instruction virtually in a Blackboard Classroom to students with severe cognitive disabilities. The Self-Contained teacher manages a caseload of students in special education which includes maintaining their IEP files, collecting/analyzing/sharing data, collaborating and building rapport with parents/students/IEP team/teachers/administration. They attend school meetings, trainings and professional developments to further their knowledge, as well as receive and implement feedback from observations conducted by instructional coaches and administration on a monthly basis.
KNOWLEDGE: Teachers must have knowledge of the content area they teach, effective, research-based teaching methods, special education laws, how to write and hold IEP meetings, basic computer skills, and how to engage and connect with students and families. Teachers must understand the special education laws, FERPA, what an IEP is and how to write one. They also must have a basic understanding of the disabilities they may be working with. (i.e. Autism, Specific Learning Disability, etc.) Teachers must understand their content area and be able to effectively create lesson plans that are engaging and based around state core standards. Completing IEP paperwork, Writing Present levels and goals, completing eligibilities (knowledge of what is required for re-evaluation assessments for each classification), collaborating with special education and general education personnel, and confidence conducting virtual IEP meetings is essential.