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Form of workJob Title: Life Skills Support Special Education Teacher
Position Summary: Responsible for the planning and implementation of program instructional services provided to students in public schools and or Special Education center-based programs.
Duties and Responsibilities:
- Develop and write re-evaluation reports based on the results of assessments, data collection, and review of records.
- Develop and deliver an appropriate IEP for students.
- Evaluate students' academic performance, behavior and social progress toward their IEP goals through data collection, student work and observation.
- Prepare progress reports, report cards and other state/district mandated paperwork/forms within established timelines.
- Maintain accurate Special Education paperwork, data, and student records that are in compliance with federal and state regulations and AIU /District guidelines.
- Establish and enforce rules for positive behavior, and procedures for maintaining a learning environment for students.
- Collaborate and communicate with parents, education personnel and other service providers to develop and implement Individual Education Plans (IEP) designed to increase student learning through specially designed instruction and accommodations for students' needs.
- Demonstrate an understanding of the curriculum and make adaptations and modifications to meet individual needs.
- Follow all administrative policies and rules governing students.
- Complete other duties as assigned by the building principal or Special Education supervisor.
- Maintain a professional demeanor at all times, following all AIU policies, building procedures and Pennsylvania professional code of conduct.
- Work collaboratively with co-workers; including the proper management of support staff within the classroom.
- Utilize e-mail, Microsoft Office programs, and student informational systems (i.e., IEP Writer, Eschool) to manage communication, information and records.
- Valid PA certification in Special Education required.
- Ability to effectively present information and articulately respond to questions from administrators, staff, parents, students, business and educational partners, and the general public.
- Knowledge of curriculum relevant to grade level and student functional level.
- Knowledge of core subject material, i.e., reading, math and writing.
- Working knowledge of curriculum modifications.
- Ability to maintain daily attendance using student informational system.
- Strong understanding of pre-vocational skills curriculum.
- Knowledge of processes related to the billing of related services with relationship to ACCESS billing.
- Excellent organization skills, initiative, and an ability to work with limited supervision.
- Self-motivator, independent, cooperative, flexible, creative, and responsible.
- Ability and experience working as a member of a team.
- Skilled in the use of Microsoft Office Suite including Word, PowerPoint, Excel, and Outlook, and willingness to experiment and work with new technologies.
- Must be familiar with and comfortable using all forms of public transportation.
Additional Requirements:
1. Current Act 114, Act 34, Act 151 and NSOR Clearances required prior to an offer (Must be dated within 1 year of hire date).
2. School Personnel Health Record (Form H511.340) must be completed and received by Human Resources prior to hire date.
Working Conditions:
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.
When performing activities throughout the day related to the education of students, the teacher spends the majority of the day standing/walking in the classroom. Working with students may entail kneeling or squatting, stooping and bending from 50-70 degrees at the waist on an occasional to frequent basis.
The teacher must be able to exert up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects (textbooks/materials and equipment such as wheelchairs). The teacher may rearrange the layout of the classroom furniture to enhance the learning situation. The teacher must see and hear on a continuous basis as well as speak frequently. Positions may vary from standing, sitting or walking. On a rare occasion it may be necessary to move quickly or run. The teacher must have manual dexterity to use office equipment, manipulate books and other learning materials, and assist students with various activities. The teacher must have repetitive movement of fingers and hands for keyboarding.
1. Ability to walk long distances (up to 5 miles per day) with students/participants.
2. Hearing
3. May be exposed to various extreme weather conditions while working within the community.
4. Be able to lift or carry up to 25 pounds.
5. Be able to bend or twist at the neck and back.
6. Specific vision includes peripheral vision, close vision, and color vision.
7. Be able to stand for extended periods throughout the day.
The information contained in this job description is for compliance with American Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
Disclaimer: The preceding description is not designed to be a complete list of all duties and responsibilities required of this position.
Reports To: Principal, Assistant Principal
Department:Special Education and Pupil Services
Position Schedule: 190 days, August to June
Salary: Per the AIUEA Bargaining Unit Agreement
Benefits: Per the AIUEA Bargaining Unit Agreement
To Apply: Create an on-line application and upload a cover letter, resume, PA Certificate (if applicable) and transcripts at the AIU Career Site.
Please send any questions to: recruitment@aiu3.net
The Allegheny Intermediate Unit is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, age, handicap, or limited English proficiency in its educational programs, services, facilities, activities or employment practices as required by Title IX of the 1972 Educational Amendments, Title VI and Title VII of the Civil Rights Act of 1964, as amended, Section 504 Regulations of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act, the Americans with Disabilities Act, or any other applicable federal or state statute.
