Special Education Teacher - Resource Inclusion (Alternative)

JOB DESCRIPTION : PRIMARY PURPOSE :

PRIMARY PURPOSE :

Provide special education students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth.

Enable students to develop competencies and skills to function successfully in society.

ESSENTIAL FUNCTIONS :

MAJOR RESPONSIBILITIES AND DUTIES :

Instructional Strategies

Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.

Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.

Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.

Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.

Participate in ARD Committee meetings on a regular basis.

Develop and implement lesson plans that fulfill the requirements of district’s curriculum program and show written evidence of preparation as required.

Conduct assessment of student learning styles and use results to plan instructional activities.

Present subject matter according to guidelines established by IEP, as well as TEA guidelines, Board policy and administration regulation.

Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.

Work with other members of staff to determine instructional goals, objectives, and methods according to District requirements.

Plan and assign work to instructional aide(s) and volunteer(s).

Use technology to strengthen the teaching / learning process.

Student Growth and Development

Help students analyze and improve study methods and habits.

Conduct ongoing assessment of student achievement through formal and informal teaching.

Provide or supervise personal care, medical care, and feeding of students as stated in IEP.

Assume responsibility for extracurricular activities as assigned.

Sponsor outside activities approved by the principal.Be a positive role model for students, support mission of school district.

Classroom Management and Organization

Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.

Manage student behavior in accordance with Student Code of Conduct and student handbook. This includes intervening in crisis situations and physically restraining students as necessary according to IEP.

Consult with classroom teachers regarding management of student behavior according to IEP.

Consult district and outside resource people regarding education, social, medical, and personal needs of students.

Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Assist in selection of books, equipment and other instructional materials.

Communication

Establish and maintain a professional relationship and open communication by conducting conferences with parents, students, principals, and teachers.

Maintain a professional relationship with colleagues, students, parents, and community members.

Use effective communication skills to present information accurately and clearly.

Professional Growth and Development

Participate in staff development activities to improve job-related skills.

Maintain professional relationship with colleagues, students, parents, and community members.

Other

Keep informed of and comply with federal, state, district, and school regulations and policies for classroom teachers.

Compile, maintain, and file all reports, records, and other documents required.

Attend and participate in faculty meetings and serve on staff committees as required.

SUPERVISORY RESPONSIBILTIES :

Direct the work of assigned instructional aide(s).

WORKING CONDITIONS :

Mental Demands / Physical Demands / Environmental Factors :

Tools / Equipment Used :

Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students

Posture : Prolonged standing; frequent kneeling / squatting, bending / stooping, pushing / pulling, and twisting

Motion : Frequent walking and reaching

Lifting : Frequent light lifting and carrying (less than 15 pounds); Occasional heavy lifting (45 pounds or over) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment.

Also may require some on the floor activities with very young or physically disabled students. The Applicant may be required to lift and position students with physical disabilities;

control behavior through physical restraint; and assist non-ambulatory students.

Environment :

Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (bacteria, communicable diseases) In addition, some students will need assistance with personal hygiene including toileting and diapering.

Applicant will be routinely exposed to biological hazards and bodily fluids associated with toileting and diapering. Applicant may also be routinely exposed to students who exhibit physical and verbal aggression toward staff that is directly linked to the child’s disability.

The applicant would be expected to routinely assist in the implementation of individualized behavior intervention plans that are designed to decrease the aggressive behaviors.

Mental Demands : Workwith frequent interruptions; maintain emotional control under stress

Other :

Position may require the employee to work with students who have one or more of the following disabilities : autism, emotionally disturbed, learning disabled, mentally impaired, medically fragile, visual or hearing impaired, speech impaired, or orthopedically impaired.

Work as a team member and with peers, teachers, campus personnel and principals; professional demeanor, resourcefulness, communicate effectively with diverse groups and accept supervision;

work without day-to-day supervision; regular and punctual attendance at the workplace.

EVALUATION :

The performance of this job will be evaluated in accordance with Board Policy.

PREFERRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE :

One-year student teaching or approved internship

REQUIREMENTS :

Education / Certification :

Bachelor’s degree from an accredited college or university

Valid Texas teaching certificate with required endorsements or training for subject and level assigned

Demonstrate competency in the core academic subject area assigned

Valid ESL Supplemental certificate required for all elementary content teachers and all Special Education teachers

Valid ESL Supplemental certificate preferred, but not required, for secondary ELAR teachers and all other secondary content area teachers

Meets No Child Left Behind Highly Qualified Requirements

Willingness to obtain multiple certifications

Special Knowledge / Skills :

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation

Knowledge of special needs of students in assigned area

Knowledge of how to adapt curriculum and instruction for special needs

Ability to instruct students and manage their behavior

Strong organizational, communication, and interpersonal skills

Attend training and gain certification in Non-violent Crisis Intervention training (CPI) and maintain that certification annually