Teacher - Sped/Acl (Texas Hill Country)

JOB TITLE: Special Education Teacher
WAGE/HOUR STATUS: Exempt
REPORTS TO: Principal
DEPT./SCHOOL: Campus Assigned
PRIMARY PURPOSE:
Provide special education students with appropriate learning activities and experiences based on goals and objectives identified in the student's IEP. Develop or modify curriculum and prepare lessons and other instructional materials according to students' ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.
QUALIFICATIONS:
Education/Certification
Bachelor's degree from accredited university.
Valid Texas teaching certificate, with required special education endorsements
SPECIAL KNOWLEDGE/SKILLS:
Knowledge of special needs of students in assigned area.
Knowledge of Admission, Review, and Dismissal Committee process and IEP goal setting process and implementation.
General knowledge of curriculum and instruction.
Consultation skills and collaboration skills
MINIMUM EXPERIENCE:
At least one year of student teaching or approved internship.
MAJOR RESPONSIBILITIES AND DUTIES:
1. Collaborate with students, parents and other members of the staff to develop Individual Education Plans (IEP) through the Admission, Review, and Dismissal (ARD) Committee process for each student assigned.
2. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
3. Plan and use appropriate instructional/learning strategies, activities, materials and equipment that reflect accommodation for individual needs of students assigned.
4. Consult with classroom teachers to modify regular curricula as needed and assist students included in regular classes with assignments.
5. Prepare for Admission, Review and Dismissal (ARD) Committee meetings by:
a. Updating existing IEP with written notation;
b. Administering criterion-referenced or curriculum based
assessments according to special education department procedures;
c. Completing the academic and/or developmental, behavioral competencies information;
d. Drafting modifications of regular education instruction.
e. Drafting new IEP goals and objectives.
6. Participate in the Admission, Review and Dismissal (ARD) Committee meetings by:
a. Attending when notified by assessment staff to do so;
b. Verbally explain and discuss the student's progress on previous IEP, current competencies, proposed IEP goals and objectives, and proposed modifications.
7. After the Admission, Review and Dismissal (ARD) Committee meeting:
a. Distribute modification sheets to all teachers who will be responsible for implementing the modifications;
b. Maintain the students' campus folders.
c. Implement the students IEP.
d. Provide written evidence of student growth toward IEP
8. Conduct formal and informal assessment of student learning styles and use results for instructional activities.
9. Present the subject matter according to guidelines established by the IEP.
10. Employ a variety of instructional techniques and media consistent with the needs and capabilities of each student assigned.
11. Plan and supervise purposeful assignments for instructional assistants/aide(s)and/or volunteers.
12. Use technologies including assistive technology in the teaching/learning process.
13. Consistently assess student achievement through formal and informal testing.
14. Provide or supervise personal care, medical care, and/or feeding of students as stated in IEP.
15. Assume responsibility for extracurricular activities as assigned and may sponsor outside activities approved by the school.
16. Present a positive role model for students that supports the mission of the school district.
17. Create a classroom environment conducive to learning and appropriate to the physical, social and emotional development of students.
18. Manage student behavior and administer discipline including non-verbal crisis intervention and physical restraint of students according to IEP.
19. Consult with regular classroom teachers and other staff members regarding management of student behavior according to IEP.
20. Consult with district and outside resource personnel regarding management of student behavior according to IEP.
21. Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
22. Assist in the selection of books, equipment, and other instructional materials.
23. Establish and maintain open lines of communication with students and their parents on a consistent basis.
24. Proactively seeks parental support and input by:
a. Communicating with parents concerning the needs, problems and progress of their child;
b. Assisting parents in contacting other community agencies which may
provide services for their child;
c. Documenting formal and significant informal parent/teacher conferences,contact with other agencies or professionals concerning individual students.
25. Maintain a professional relationship with all colleagues, students, parents and community members.
26. Use acceptable communication skills to present information accurately and
clearly.
27. Participate in the district staff development program.
28. Demonstrate interest and initiative in professional improvement.
29. Demonstrate behavior that is professional, ethical and responsible.
30. Keep informed of and complies with federal, state, district and school regulations and policies for special education teachers.
31. Compile, maintain and file all reports, records and other documents required.
32. Comply with district and campus grading and homework policies.
33. Attend and participate in faculty meetings and serve on staff committees as required.
34. Maintain the integrity of confidential student records.
35. Comply with all district and local campus routines and regulations.
36. Perform other duties and responsibilities as assigned by supervisor/principal.
SUPERVISORY RESPONSIBILITIES:
Supervise assigned instructional assistants/aide(s) and assist in the supervision of assigned student teachers and/or volunteers
WORKING CONDITIONS:
Mental Demands:
Ability to communicate (verbal and written); ability to instruct; maintain emotional control under stress.
Physical Demands/Environmental Factors:
Frequent standing; stooping; bending; kneeling; pushing and pulling; regular heavy lifting of students. Biological exposure to bacteria and communicable diseases; exposure to students who may display violent behavior.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
EEOC Statement:
San Marcos C.I.S.D. will not discriminate against any person in employment or exclude any person from participating in or receiving benefits of any of its activities or programs on any basis prohibited on the bases of race, religion, color, sex (including pregnancy and gender identity), sexual orientation, parental status, national origin, age, disability, family medical history or genetic information, political affiliation, military service, or any other non-merit based factor. These protections extend to all management practices and decisions, including recruitment and hiring practices, appraisal systems, promotions, and training and career development programs.