TITLE:          LONG-TERM SUB:  GENERAL CURRICULUM SPECIAL EDUCATION TEACHER

PRIMARY FUNCTION

To provide effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities enabling them to make progress toward educational goals established with the student’s Individual Education Plan (IEP).  The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting.  Demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services. 

RESPONSIBILITIES

Under the direction of the school principal, the special education teacher plans and provides appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.

QUALIFICATIONS

1. Collegiate Professional Certificate with a Special Education endorsement for General Curriculum.
2. Two years of experience as a special education teacher is preferred.
3. Knowledge of medical aspects of students with disabilities and their implications for instruction.
4. Knowledge of resources and techniques needed to integrate special education students into the least restrictive environment.

 ESSENTIAL TASKS

(Theseare intended as generalizations of the various work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)

1. Employ special educational strategies and techniques during instruction to improve the development of sensory and perceptual motor skills, language, cognition, and
2. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
3. Teach socially  acceptable  behavior,  as  determined  by  the  students'  individualized  education programs (IEPs) by employing techniques in an overall positive behavioral support
4. Modify the general education curriculum for students with disabilities based on a variety of instructional techniques and technologies.
5. Establish and enforce rules for behavior and procedures for maintaining a safe environment, conducive to learning for all
6. Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational
7. Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional
8. Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative
9. Establish clear objectives for all lessons, units, and projects and communicate those objectives to
10. Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom
11. Provide crisis/behavior intervention, as needed, for students.
12. Assist in the collection of data for providing appropriate classroom interventions.
13. Implements effective instructional strategies that result in acceptable, measurable, and appropriate student academic progress.
14. To assist in screening, evaluating, and recommending placements of students in the division’s Special Education program.
15. To collaboratively develop short and long-range goals for the student’s individualized education program (IEP).
16. To work cooperatively with classroom teachers who have special education students in regular classes by interpreting the abilities and disabilities of these students and assisting students with regular class assignments.
17. To effectively supervise and manage paraprofessional staff assigned to individual students or the special education program.
18. To develop and implement specific educational plans for those students whose need for additional instructional support cannot be met within the regular classroom setting.
19. Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities and show evidence of continuing professional growth.
20. To perform other duties as assigned by the principal.

PHYSICAL REQUIREMENTS

Must have the use of sensory skills to effectively communicate and interact with students, other faculty, staff, and parents as normally defined by the ability to see, read, talk, hear, handle, or feel objects and controls. The position also entails significant walking, bending, standing, stooping, and possible physical interventions to maintain a safe learning environment.  Assignment may require the ability to physically move students or equipment weighing up to 50 lbs, position students in specialized equipment, and/or change diapers as needed.  Reasonable accommodation may be made to support individuals to perform the essential task.

TERMS OF EMPLOYMENT

200-day contract.  Salary and work year to be established by the Board.

EVALUATION

The performance of this job will be evaluated following provisions of the Board’s policy on the Evaluation of Professional Personnel.