Special Education Teacher K-12

Lincoln County School District #2

Special Education Teacher K - 12 - Star Valley Schools

Assignment to be determined and could be either mild/moderate or significant disabilities.

Qualifications:

At a minimum, candidates must hold or be eligible for certification by the Wyoming Professional Teaching Standards Board authorizing service in the area of special education K -12 generalist.

Description of the Position:

The special education teacher is assigned to students identified with a disability under the IDEA. Possible Assignments: student with mild/moderate disabilities, or students with significant or low incident disabilities, or students with a range of needs based on the specific disability.

The special education teacher is responsible for facilitating the student succss in academic, social, and functional areas through the development and implementation of the individualized education program (IEP), working directly with students with disabilities, supervise para-educators, providing specially designed instruction as required by the IEP, tracking student progress, developing/maintaining the LRE for each child, positively collaborate with professional peers, participate in collaborative teams (PLC), and build relationships with parents through collaboration and communication.

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 34% sitting, 33% walking, and 33% standing. The job is performed in a clean atmosphere.Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

This job reports to building level administration.

A strong special education teacher candidate would exemplify the following professional attributes:

• A relationship-based approach to working constructively and positively with all school staff, parents, students, and agency personnel
• A respect for individual and group differences
• Participates constructively and positively with staff and IEP teams
• Strong organization and planning skills
• A willingness to go beyond basic requirements
• Flexibility in adapting to change
• Excellent listening, writing, and verbal communication skills
• An ability to respond to constructive criticism
• Demonstrates well-developed emotional maturity

Performance Responsibilities:

• Any assignment that facilitates the provision of FAPE for students with disabilities
• Any assignment pertaining to the individual educational, emotional, or physical needs of students with disabilities
• Any assignment pertaining to duties and responsibility for the implementation of the individual education program and/or evaluation process
  • Coordinate, teach, and supervise IEP programming
  • Plan, develop, modify, and prepare curriculum (lessons, activities, and assessments) for classroom and/or individualized instruction
  • Instruction includes curriculum aligned with appropriate state standards and assessment
  • Specially designed instruction may include, communication, basic literacy, academic development, social skills, transition, and functional skills for daily life
  • Collaborate, implement, and monitor behavior management and social skills systems as well as maintain records on student performance
  • Supplemental supports my include modifications, accommodations, adaptive equipments, and assistive technology
  • Meet state requirments to administer regular and alternative state assessments
  • Implement individual educational plans across various educational settings: homebound, self-contained, individualized, and inclusion settings for example
  • Types of programming may include whole class, group work, individualized work, state assessments, and provision of extended school year services for example
• Case management of students with disabilities including the planning and deployment of the IEP process related to the their responsibilities: PLAAFP, Goals, Progress Reports for example
• Ensure through communication and collaboration that all necessary information for IEP and MDT meetings is gathered and prepared
• Use web based IEP program for building, reporting, and updating IEP student files.
• Clerical assignments including, but not limited to, filing, record keeping, word processing, copying documents, and data entry
• Maintain confidentiality of educational records, privledge conversations, and identification of students with disabilities
• Collaborate with regular education teachers for the delivery of specially designed instruction: pull out, inclusion, consultation, co-teaching, homebound, etc.
• Frequent communication with parents, service providers, general education teachers, paraprofessionals, special education peers, and building administration
• Communicate and collaborate with community, county, state, and national agencies related to wrap-around and/or respite care
• Participate in all required staff meetings, IEP meetings, and staff development activities
• Required staff development activities include all those that are assigned to you by your supervisor
• Complete and maintain MANDT certification and implement the skills, methods and philosophies as prescribed by MANDT
• Participate in district wide shared leadership activities such as building or district level committees
• Participate in building professional learning communities and other child focused inquiry teams
• Supervise paraprofessional staff by providing programming direction, developing growth goals, and communicating periodical feedback
• Provision of services during extended school day or extended school year
• Other assignments, activities, and responsibilities as assigned by the building principal and/or special services director

In accordance with policy GBEC and procedure GBEC-R all new employees must submit to a pre-employment drug and alcohol test. Employee must consent to and provide the necessary documentation (fingerprinting, etc.) to allow for a criminal background check.

Printed Name

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Lincoln County School District #2

Assignment to be determined and could be either mild/moderate or significant disabilities.

Qualifications:

At a minimum, candidates must hold or be eligible for certification by the Wyoming Professional Teaching Standards Board authorizing service in the area of special education generalist.

Description of the Position:

The special education teacher in Lincoln County School District #2 is also referred to as a case manager- instructional.

This is a districtwide assignment: K-12. The special education teacher is assigned to students identified with a disability under the IDEA. The special education teacher may be assigned to meet the needs of students with mild/moderate disabilities, high needs disabilities, or a range of needs based on the disabilities.

This is a sedentary position classification that performs light work that involves sitting a portion of the time, but requires walking and standing for extended periods. This position requires accurate perceiving of sound, near and far vision, depth perception, handling and working with materials and objects, and providing oral information. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

The special education teacher is responsible for the development and implementation of the individualized education program (IEP), providing specially designed instruction as required by the IEP, tracking student progress, and developing/maintaining the LRE for each child.

A strong special education teacher candidate would exemplify the following professional attributes:

• A relationship-based approach to working constructively and positively with all school staff, parents, students, and agency personnel.
• A respect for individual and group differences.
• Participates constructively and positively with staff and IEP teams.
• Strong organization and planning skills.
• A willingness to go beyond basic requirements.
• Flexibility in adapting to change.
• Excellent listening, writing, and verbal communication skills.
• An ability to respond to constructive criticism professionally.
• Demonstrates well-developed emotional maturity.

Performance Responsibilities:

• Any assignment that facilitates the provision of FAPE for students with disabilities.
• Any assignment pertaining to the individual educational, emotional, or physical needs of students with disabilities.
• Provide specially designed instruction for students with disabilities across various educational settings.
• Collaborate with regular education teachers for the delivery of specially designed instruction: pull out, push in, consultation, co-teaching, etc.
• Plan, develop, modify, and prepare curriculum (lessons, activities, and assessments) for classroom and/or individualized instruction.
• Learn and execute behavior management and social skills systems as well as maintain records on student performance.
• Complete a MANDT certification course in crisis prevention and maintain certification through annual recertification courses. When dealing with students the case manager is expected to use the skills, methods and philosophies as prescribed by MANDT.
• Case management of students with disabilities including the planning and deployment of the IEP process related to the tier two responsibilities: PLAAFP, Goals, Progress Reports for example.
• Participate in all required staff meetings, IEP meetings, and staff development activities. Required staff development activities include all those that are assigned to you by your supervisor.
• Ensure through communication and collaboration that all necessary information for IEP and MDT meetings is gathered and prepared.
• Use web based IEP program for building, reporting, and updating IEP student files.
• Frequent communication with parents, service providers, general education teachers, paraprofessionals, special education peers, and building administration.
• Supervise, support, and direct paraprofessional staff.
• Participate in district wide shared leadership activities such as curriculum development and curriculum adoption for example.
• Participate in building professional learning communities and other child focused inquiry teams.
• Clerical assignments including, but not limited to, filing, record keeping, word processing, copying documents, and data entry.
• Provide Extended School Year services.
• Other assignments, activities, and responsibilities as assigned by the building principal and/or Director of Special Services

In accordance with policy GBEC and procedure GBEC-R all new employees must submit to a pre-employment drug and alcohol test. Employee must consent to and provide the necessary documentation (fingerprinting, etc.) to allow for a criminal background check.