Special Education - Resource/Inclusion Teacher

Primary Purpose:
Provide Special Education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability level. Work in self-contained, team, departmental, or itinerant capacity as assigned
Minimum Qualifications:
Education/Certification
Bachelor's degree from accredited university
Valid Texas teaching certificate with required endorsement for subject and level assigned or approved alternative certification program
ESL certification preferred
Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50) paid by employee.
Knowledge/Skills:
Knowledge of special needs of students in assigned area
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
Knowledge of how to adapt curriculum and instruction for special needs
Effective communication skills
Knowledge of subject assigned
General knowledge of curriculum and instruction
Ability to research and develop teaching units
Ability to instruct students and manage their behavior
Strong organizational, communication, and interpersonal skills
Experience:
Student teaching or approved internship or related work experience
Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)
Professionalism
The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

• Rule §247.1 Purpose and Scope; Definitions
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators

Instructional Management
The teacher promotes improvement of instruction through activities such as the following:

• Collaborate with students, parents, and other members of staff to develop the 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 and accommodate regular curricula as needed and assist Special Education students in regular classes with assignments.
• Participate in ARD and transition committee meetings on a regular basis.
• Conduct assessment of student learning styles and use results to plan for instructional activities.
• Present subject matter according to guidelines established by the IEP.
• Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned
• Plan and supervise assignments for teacher aide(s) and volunteer(s).
• Perform all Case Management duties for students on caseload.
• Assist in developing the IEP for each student.
• Collaborate with students, parents, and other members of staff to develop the IEP through the ARD committee process for each student assigned.
• Use technology to strengthen the teaching/learning process.

Student Growth and Development
The teacher fosters student growth and development through activities such as the following:

• Conduct ongoing assessment of student achievement through formal and informal testing.
• Provide or supervise personal care, medical care, and feeding of students as stated in the IEP (if required for position).
• Assume responsibility for extracurricular activities as assigned.
• Sponsor outside activities approved by the campus principal.

Classroom Management and Organization Improvement
The teacher works to improve the classroom, school or organization through activities such as the following:

• Create classroom environment conducive to learning appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline, this includes intervening in crisis situations and physically restraining students as necessary according to the IEP.
• Consult with classroom teachers regarding management of student behavior according to the IEP (must be trained to intervene in crisis and physically restrain).
• Consult with classroom teachers regarding management of student behavior according to the IEP. Request assistance from the Special Education Specialist.
• Consult district and outside resource (only with parental permission) 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 and Community Relations
The teacher promotes a positive tone for school or community relations through activities such as the following:

• Be a positive role model for students, support the mission of the district.
• Establish and maintain open communications with parents, students, principals, teachers, and support staff by conducting conferences.
• 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
The teacher participates in professional growth and development through activities such as the following:

• Participate in national and state level organizations to stay abreast of latest research and best practices.
• Attend professional development opportunities related to designated subject area.
• Read, synthesize, and disseminate research and information related to best practices from books, journals, listservs, websites, and other media formats.
• Attend meetings and participate in staff development activities to improve job-related skills.

Qualities of Effective Teachers
The teacher exhibits qualities such as the following:

• Daily attendance and punctuality at work are essential functions of the job.
• Keep informed of and comply with state, District, and school regulations and policies for classroom teachers.
• Compile, maintain, and file reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Correct unsafe conditions in work area that could cause an accident and inform supervisor of any conditions that are not correctable immediately.
• Shall comply with district policies, as well as state and federal laws and regulations.
• Shall comply with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, and standards.
• Maintain confidentiality.

Supervisory Responsibilities:

• Supervise the work of instructional aide(s), volunteer(s), and student teachers as assigned.

Equipment:
Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, copier, fax and other equipment applicable to the position.
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Work irregular hour and extended work hours to include holidays and weekends.
• Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and other classroom adaptive equipment).
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
• May be required to lift and position students with physical disabilities and assist non-ambulatory students.
• This position may require feeding, diapering, and caring of handicapped students.
• Occasional district wide and statewide travel.
• Use computer for prolonged period resulting in repetitive hand motion.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
• Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.