Job Summary

Working with a school team, the Special Education teacher helps develop an Individualized Education Plan (IEP) for students with disabilities, prepares meaningful instruction, and presents appropriate lessons based on data, best practices, and current research. He/she is responsible for creating a respectful, pleasant, motivating atmosphere conducive to students’ emotional and academic growth.   Additionally, the Special Educator is responsible for maintaining accurate and compliant paperwork related to federal and state laws, rules, and regulations.

The Special Education teacher reports to the building administrator and Special Education Director.

Essential Functions

·      Uses effective management strategies to increase student compliance and maintain a minimum of 80% time on task

·      Establishes a positive learning climate and motivates students to learn

·      Appropriately uses materials, time, space, student engagement, and learning activities to minimize behavior problems

·      States and posts expectations for behavior, including consequences

·      Follows Provo School District’s LRE Flowchart and LRBI Guidelines

·      Uses students’ IEP goals, objectives, and prerequisites in planning

·      Individualizes instruction based on assessment 

·      Uses a variety of learning activities and research-based teaching strategies

·      Involves parents/students/regular education teachers as partners in teaching and learning

·      Uses daily plans to organize instruction

·      Displays objective for each lesson 

·      Maximizes use of instructional time

·      Conducts ongoing assessments and maintains records of academic achievement and behavior progress

·      Frequently uses data to monitor student progress on each IEP goal and reports progress to parents/students as often as non-disabled peers

·      Uses state core and/or district-approved curriculum with fidelity

·      Demonstrates knowledge of the content

·      Connects curriculum to student development and cultural background

·      Uses technology to improve instruction

·      Understands proper procedures for administration and scoring of state, district, and school assessments

·      Uses assessments to write effective IEP goals and plan educational programming

·      Interprets assessments to determine students’ strengths and weaknesses

·      Makes appropriate accommodations and/or modifications in the classroom and to assessments as required by the IEP

·      Takes responsibility for an assigned caseload and maintains accompanying records in an organized and complete manner

·      Maintains confidentiality

·      Uses correct grammar and spelling in oral and written communication

·      Dresses professionally and appropriately for the setting

·      Works collaboratively with colleagues 

·      Fulfills contract day commitment

·      Attends professional development trainings and other required meetings

·      Advocates for students

·      Actively participates in multi-disciplinary teams

Minimum Job Requirements

SKILLS are required to perform multiple tasks with a need to yearly upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; operating classroom technology and using pertinent academic and productivity software applications; complying with federal, state, and local Special Education laws, policies, and procedures; preparing and maintaining required educational records.

KNOWLEDGE is required to understand and teach up to high school level content in the areas of mathematics, literacy, science, and functional/life skills; write required documents such as IEPs, progress reports, and routine documents; speak clearly and use correct grammar; and understand complex, multi-step written and oral instructions.

ABILITY is required to plan and schedule learning activities, administer assessments, collect and interpret data, and use basic, job-related equipment. Good interpersonal and communication skills when working with others are required. Problem-solving and the ability to be flexible and follow guidelines are also required. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adaption to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as a contributing member on a variety of teams; and working with frequent interruptions. The ability to work within an assigned budget, and utilize materials, time, and equipment responsibly and efficiently is required.

Responsibilities

Responsibilities include taking educational responsibility for the assessment, compliance issues, learning, and progress of an assigned group of students with disabilities in order to ensure free, appropriate, public education.

Work Environment

The usual and customary methods of performing the job’s function require the following abilities with or without reasonable accommodations: move about the classroom and school/community unassisted; enter data into a computer; read written material; bend over and reach overhead; grasp, push and pull; lift and/or carry up to 50 pounds; complete physical tasks related to student health and life skills (i.e. changing diapers, manually feeding, administering medication); handle physically aggressive students who may hit, spit, bite, etc. However, this job is performed in a generally hazard-free environment. Generally, the job requires 10% sitting, 30% walking, and 60% standing.

Education

A Bachelor’s Degree from an accredited college/university in Early Childhood Special Education is required.

Experience

Student teaching/internship experience is generally required. Job-related experience is desired.

Certificates & Licenses

A Utah Professional Educator License for Early Childhood Special Education is required. 

Required Testing

Required testing includes, but is not limited to, Praxis assessment(s), high scores on evaluations, and/or recommendations from professional associates, employers, and/or supervisors.

Clearances

A criminal background check will be completed by the Utah Bureau of Criminal Identification.  

Continuing Education/Training

In order to maintain a current Utah Professional Educator License, continued education and training are required. See the state requirements for current requirements. Additionally, Special Education law requires that teachers participate in yearly professional development as provided/approved by Provo School District. Individual school administrators also require teachers to participate in building-level professional development and meetings.

FLSA Status

Salary Grade

Salaries are outlined in the Licenses Employees Teachers’ Salary Schedule: https://employee.provo.edu/wp-content/uploads/2022/07/Licensed-Salary-Schedule-CE01.pdf