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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 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: It requires an appropriate educator license in special education. This job reports to Building Principal Essential Functions and Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and develop individual learning plans. Administers under supervision, first aid, and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) to provide 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.) to provide 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 to provide 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 to improve 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.) to resolve concerns, communicate about classroom expectations, student achievement, and behavior; develop methods for improvement and/or reinforcing classroom goals in the home environment. Differentiates instruction through a variety of instructional strategies, activities, and interventions to assist students in meeting goals and objectives established in Individualized Education Plans. Directs instructional assistants, student teachers, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students. Manages student behavior with appropriate strategies (e.g. PBIS, IEP goals, Behavior Plans, etc.) to provide a safe and optimal learning environment. Models professionalism in all areas of employment and student interactions according to the PCSD Employee Code of Conduct Policy to provide effective instruction, protect students, and demonstrate 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.) to provide 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 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, 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 several activities, meetings, and/or events; gather, collate, and/or classify data; and consider several factors when using 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 participation in all emergency preparedness drills and training as directed by the school administration (e.g. Fire, Evacuation, Lockdown, etc.) to ensure the safety and preparation of all students and staff members for emergencies. Participates in a variety of meetings (e.g. PLC and Department Meetings, Committee Assignments, IEP/504 Meetings, etc.) to convey and/or gather information required to perform functions. Prepares a variety of written materials (e.g. grades, attendance, parent communications, IEPs, anecdotal records, etc.) to document student progress and meet mandated requirements. Provides high-quality instruction using proven instructional strategies, technology, and other resources to promote 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.) to respond to critical needs, maintain the personal safety of students, provide a positive learning environment, and adhere to District Policy and State Law. Responds to emergencies to resolve immediate safety concerns and/or direct to appropriate personnel for resolution. Responds to inquiries from a variety of sources promptly (e.g. other teachers, parents, administrators, etc.) to resolve issues, providing information and/or direction. Supports classroom teachers with planning and instructional activities (e.g. PLC, Collaboration, Mentoring, etc.) to assist them in the implementation of established curriculum and/or individual student plans. Other Functions Performs other related duties, as assigned, to ensure 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 related area with increasing levels of job-related experience may substitute for MA Degree. Continuing Education Requirements Maintains Certificates and/or Licenses Criminal Justice Fingerprint/Background Clearance |
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