Elementary Special Education Teacher (Strategist II BD)

TITLE: Elementary Special Education Teacher (Strategist II BD)

JOB SUMMARY: To provide daily instruction and service coordination for students with significant social-emotional-behavioral needs. Partner with educators, families, and the community to create a safe and purposeful learning environment. Collaborate with building principals, the assistant superintendent, and program staff (associates and teachers) regarding program implementation.

REPORTS TO: Principal or Designee

EDUCATION REQUIRED:

• Bachelor's degree in Education required
• Current teaching license with K-12 Instructional Strategist II BD

ESSENTIAL FUNCTIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions:

1. Analyze curriculum and intervention assessment data to inform instruction in the areas of reading, math, writing and behavior.
2. Provide individual and small group research-based instruction designed to meet individual needs of students based upon data that promotes academic, social and emotional growth.
3. Develop individualized educational plans based on individual students' progress, discrepancy and need and in compliance with State and Federal Guidelines.
4. Set appropriate instructional goals, monitor and evaluate student progress; be responsive to the changing needs of students and their community.
5. Employ research-based, best practice instructional methods and materials to meet stated standards, criteria and outcomes.
6. Perform progress monitoring for each student as outlined in the student's IEP by entering data and ensuring IEP goal graphs are up to date.
7. Collect and analyze IEP progress monitoring data to inform individual student instructional needs and services.
8. Utilize appropriate assessment materials.
9. Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.
10. Establish and maintain ongoing communication with students and their parents concerning academic and behavioral progress.
11. Attend professional in-service activities and teacher training workshops provided by the
12. District as well as self-selected professional growth activities in order to maintain and improve professional competence.
13. Gathers data, evaluates, and participates in a Professional Learning Community that works together to ensure students' success.
14. Collaborate with other staff members to plan and schedule lessons promoting student learning, skill development, and steps toward transitioning back to a school-based setting as appropriate.
15. Collaborate with Grant Wood AEA support service staff.
16. Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems.
17. Supervise students and/or Special Education associates as assigned and/or required to maintain a safe and orderly environment which is conducive to learning.
18. Serve as a member of the building crisis response team.
19. Collaborate with assigned Special Education associates on a daily basis to ensure student needs are being met
20. Supervise students in and out of classroom activities during the assigned work day.
21. Handles information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc).

LANGUAGE SKILLS:

Ability to read, analyze, interpret, and implements ideas contained in technical documents, assessment data, professional journals and regulations. Ability to effectively write reports and communications to students, colleagues, parents and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students. Ability to assist students in the areas of language and literacy.

MATHEMATICAL SKILLS:

Ability to perform basic mathematical functions such as addition, subtraction, multiplication, division, percentages, decimals and fractions. Ability to assist students in implementing these mathematical concepts.

REASONING ABILITY:

Ability to solve problems effectively. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

REQUIRED DISPOSITIONS:

• Believes that all children can attain high levels of learning.
• Takes responsibility for the learning of students and his/her own performance.
• Possesses the knowledge and skills to build effective educational experiences that benefit all children.
• Applies the principles of continuous improvement through the use of quality tools and processes.
• Functions as an effective member of the educational/school team.
• Won't shy from today's educational challenges.
• Utilizes effective interpersonal skills.
• Has a track record of success.
• Works with great integrity.
• Regular and prompt attendance.

OTHER SKILLS and ABILITIES:

Ability to apply knowledge of current research as it relates to the support of the Educational Goals of the District. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made too enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors on when supervising students outside of the classroom.

The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job. The information contained in this job description is in compliance with the American Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals holding this position and additional duties may be assigned. The Clear Creek Amana School is an Equal Opportunity Employer. The district does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, creed, sexual orientation or gender identity. Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer.