Special Education Teacher Social Intervention Program Full-time Standard

SUMMARY DESCRIPTION

Under the general supervision of an administrator, a special education teacher will be assigned a caseload and will implement school board policy regarding the educational curriculum of a particular instructional division and / or instructional unit.

ESSENTIAL DUTIES / RESPONSIBILITIES : This list of essential duties and responsibilities is not exhaustive and may be supplemented.

Planning and Preparation

• 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.

SIP - Social Intervention Program

Social Intervention Program (SIP) classrooms provide a system of support - both academic and emotional / behavioral - for students with significant emotional / behavioral needs within the regular school setting.

SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child).

The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress.

Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students' ability to be successful in the general education classroom, and to provide positive replacement behaviors, so that students can return to the general education classroom.

The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc.

SIP teachers' roles and responsibilities include, but are not limited to, the following :

• Ongoing academic assessment, progress monitoring and instructional planning to ensure adequate academic progress; Provision of targeted academic instruction;
• Ability to differentiate academic materials to address Common Core State Standards; Behavioral and academic progress monitoring;
• Case management for IEPs and reevaluations; Setting and managing the daily schedule; Positive behavioral support for students;
• Support for / and collaboration with regular classroom teachers to support inclusive practices and facilitate inclusion;
• Management and oversight of aide / assistant use of the program; Knowledge of applied behavior analytic strategies and supports;

Design and implementation of behavior plans to ensure student behavioral progress.

EMPLOYMENT STANDARDS

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.