Teacher - Special Education

 

Purpose Statement

The job of Teacher - Special Education is done for the purpose/s of providing support to the instructional

process by serving as a teacher with specific responsibility for developing special education students

success in academics, interpersonal skills, and activities of daily living; supervising students within the

classroom and other assigned areas; developing lesson plans and delivering group and individual student

instruction within established curriculum guidelines; collaborating with other teachers, other professional

staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide

range of inquiries from students' parents or guardians regarding instructional programs and student

progress.

This job is distinguished from similar jobs by the following characteristics: Requires appropriate educator

license in Special Education.

This job reports to the Building Principal

Essential Functions

Administers developmental testing programs, subject-specific assessments, etc. for the purpose of

assessing student competency levels and/or developing individual learning plans.

Administers under supervision, first aid, and assistance to medically fragile children (e.g. tube feeding,

toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.

Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor

development and communication skills, academic needs, vocational abilities, etc.) for the purpose of

providing feedback to students, parents, and administration; utilizing present levels of performance in the

development and management of student IEPs.

Attends work regularly to fulfill duties specific to the assignment for the purpose of providing quality

educational experiences and continuity for assigned students, parents, and the overall school community.

Collaborates with instructional staff, other school personnel, parents, and a variety of community

resources for the purpose of improving the overall quality of student outcomes, achieving established

classroom objectives in support of the school improvement plan.

Communicates regularly with parents and/or legal guardians (e.g. IEP goals and progress reports, report

cards, parent-teacher conferences, digital and written communication, etc.) for the purpose of resolving

concerns, communicating about classroom expectations, student achievement, and behavior; and developing

methods for improvement and/or reinforcing classroom goals in the home environment.

Differentiates instruction through a variety of instructional strategies, activities, and interventions for the

purpose of assisting students to meet goals and objectives established in Individualized Education Plans.

Directs instructional assistants, student teachers, volunteers, and/or student workers for the purpose of

providing an effective classroom program and addressing the needs of individual students.

Manages student behavior with appropriate strategies (e.g. PBIS, IEP goals, Behavior Plans, etc.) for the

purpose of providing a safe and optimal learning environment.

Models professionalism in all areas of employment and in student interactions according to PCSD

Employee Code of Conduct Policy for the purpose of providing effective instruction, protecting students,

and demonstrating appropriate social and interpersonal behaviors at all times.

Monitors students in a variety of educational environments (e.g. classroom, playground, field trips,

common areas, hallways, etc.) for the purpose of providing a safe and positive learning environment.

Teacher - Special Education Page 1 of 3

 

Job Requirements: Minimum Qualifications

Skills, Knowledge, and Abilities

SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in

order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the

functions of the job include: applying assessment instruments; operating standard office equipment including using

pertinent software applications; and preparing and maintaining accurate records.

KNOWLEDGE is required to perform algebra and/or geometry; read technical information, and compose a variety of

documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions.

Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: positive

behavior interventions; appropriate Special Education codes, policies, regulations, and/or laws; age-appropriate

activities; lesson plan requirements; stages of child development; and behavioral management strategies.

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data;

and consider a number of factors when using the equipment. Flexibility is required to independently work with others in a

wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using

standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work

with a variety of data; and utilize job-related equipment. Problem-solving is required to analyze issues and create

action plans. Problem-solving with data frequently requires independent interpretation of guidelines; and problem-solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform

the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work

priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing

other persons within a small work unit; and tracking budget expenditures. Utilization of some resources from other work

units is often required to perform the job's functions. There is some opportunity to significantly impact the

Participates in all emergency preparedness drills and training as directed by the school administration

(e.g. Fire, Evacuation, Lockdown, etc.) for the purpose of ensuring the safety and preparation of all

students and staff members for emergency situations.

Participates in a variety of meetings (e.g. PLC and Department Meetings, Committee Assignments,

IEP/504 Meetings, etc.) for the purpose of conveying and/or gathering information required to perform

functions.

Prepares a variety of written materials (e.g. grades, attendance, parent communications, IEPs,

anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated

requirements.

Provides high-quality instruction using proven instructional strategies, technology, and other resources

for the purpose of promoting growth and student achievement in assigned content areas.

Reports incidents related to student safety to the appropriate school administration or counseling staff

(e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of responding to

critical needs, maintaining the personal safety of students, providing a positive learning environment and

adhering to District Policy and State Law.

Responds to emergency situations for the purpose of resolving immediate safety concerns and/or

directing to appropriate personnel for resolution.

Responds to inquiries from a variety of sources in a timely manner (e.g. other teachers, parents,

administrators, etc.) for the purpose of resolving issues, and providing information and/or direction.

Supports classroom teachers with planning and instructional activities (e.g. PLC, Collaboration,

Mentoring, etc.) for the purpose of assisting them in the implementation of established curriculum and/or

individual student plans.

Other Functions

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective

functioning of the work unit.

 

Teacher - Special Education Page 2 of 3

 

organization’s services.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands:

occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and

significant fine finger dexterity. Generally, the job requires 0% sitting, 0% walking, and 0% standing. The job is

performed under conditions with some exposure to the risk of injury and/or illness and in a clean atmosphere.

Experience:

Education:

Equivalency:

 

Job-related experience is required.

Bachelor's degree in a job-related area.

 

Required Testing: Certificates and Licenses

 

Continuing Educ. / Training: Clearances

 

State of Utah Teaching License

 

BA, BS degree in a related area with increasing levels of

job-related experience may substitute for an MA Degree.

Continuing Education Requirements

Maintains Certificates and/or Licenses

 

Criminal Justice Fingerprint/Background Clearance