TITLE: Special Education LT Guest Teacher (5 open positions)
Be a graduate of an approved 4-year college or university with a Pennsylvania teaching certificate
Be a graduate of an approved 4-year college or university and submit documentary evidence of successful completion of 6 – 12 semester hours in the theory of education.
FUNCTION: Provides services to students meeting the criteria and identified as having special education eligibility so educational and functional progress can be enhanced.
DESCRIPTION: The purpose of the Long-term Guest Teacher is to provide educational services in a small group (approx 12 students) special education setting to students in first to third or sixth to eighth grade who display behavior or emotional issues that interfere with their school achievement, classroom behavior, social skills, and/or relationships with others. The students are located in general education school buildings and within our internal private school. Each classroom is supported by a full-time behavioral health manager. The program provides academic instruction and support in special education and general education settings. The program provides behavior support through functional behavior assessment and the development, implementation, and monitoring of behavior support plans. The program is designed to include school-based counseling to those who need this type of support.
Planning and Preparation – The special education teacher understands the philosophical, historical, and legal foundations of
special education. Additionally, teacher understands how students differ in their approaches to
learning: creates instructional opportunities that are adapted to diverse learners; understands
instructional planning: and designs instruction based on knowledge of the discipline, student,
community, and curriculum goals; of all students ages three through twenty-one. In planning and
preparation, the teacher demonstrates knowledge of content, students, instructional outcomes,
resources, instructional practice, and designing assessments.
The special education teacher:
• Develops short and long-range plans consistent with curriculum goals, learners’ diversity,
and learning theory.
• Demonstrates working knowledge of current legislation, regulations, policies, and ethical
issues related to the provision of educational services, including least restrictive environment,
due process, assessment, discipline, transition, supplemental services and supports,
specialized health care and assistive technology, to individuals with all types of disabilities
across the age range.
• Understands issues in definition and identification procedures for individuals with disabilities,
including those individuals from culturally and/or linguistically diverse backgrounds.
• Understands characteristics of individuals with disabilities across the age range, including
levels of severity, multiple disabilities and their influence on development, behavior and
learning; with knowledge about the impact of language disorders, processing deficits,
intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory)
disabilities on learning and behavior.
• Understands the Common Core Standards and prepares effective instructional strategies
and resources for teaching the scope and sequence in the academic, social, and vocational
curricular domains in the general curriculum.
• Plans effective instructional strategies for adapting or modifying general curriculum to meet
the needs of individual students, and strategies to implement and prioritize longitudinal,
outcome-based curriculum, including social, language, academic, vocational skills, and life
skill domains (i.e. domestic, recreation/leisure, vocational, and community).
• Utilizes specialized materials, equipment, and assistive technology for individuals with
disabilities and understands the use of adaptive equipment for students with disabilities to
plan and prepare for the integration of assistive and instructional technology to meet a
student’s individual needs.
• Prepares and utilizes assessment methodologies to adapt for individual students as
appropriate, including physical adaptations to meet a student’s individual needs.
• Maintains and inventories curriculum and assistive/adaptive technology.
• Plans and prepares for IEP and parent meetings.
The special education teacher uses an understanding of individual, group motivation and behavior to create a learning environment that encourages positive social interaction, respect and rapport. This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and student behavior.
The special education teacher:
• Understands basic classroom management theories and methods, with strategies for
individual behavior management, crisis prevention, intervention, de-escalation techniques,
and the balance between classroom management with academic teaching strategies.
• Implements strategies for assessing learning environments and conducting functional
behavioral assessments within the environment.
• Understands the characteristics of environments, including materials, equipment, and spatial
arrangements that facilitate development, learning and interaction among students.
• Creates a classroom culture which is a cognitively busy place, characterized by a shared
belief in the importance of learning; establishes high expectations and personal achievement.
• Understands the aspects of schedule, routines, and transitions that promote development
• Demonstrates ways in which technology can assist with creating and managing the learning
environment, incorporating the verbal and visual redirection and classroom expectations.
• Provides supervision of paraprofessional educators.
• Consults with teachers and therapists to plan for student’s needs and required adaptations,
modifications, and use of assistive/adaptive technology.
The special education teacher understands the central concepts and methods of inquiry; uses a
variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills; and creates learning experiences that make content meaningful to all students. Additionally, the teacher understands the educational assessment process and uses various assessment strategies to support the continuous development of all students.
The special education teacher:
• Implements effective researched-supported instructional strategies for basic sequences of
skills in the academic, social, and vocational curricular areas; including techniques for
modifying instructional methods, curricular materials, and the environment to meet learners’
needs that are appropriate to those learners’ ages and skill levels.
• Uses instructional time effectively and efficiently, while facilitating the integration of related
services into the instructional program.
• Chooses and implements instructional techniques and strategies that promote successful
transitions for individuals with disabilities. Creates varied opportunities for all students to use
effective written, verbal, nonverbal, and visual communication appropriate to each student.
• Understands assessment as an educational process including how to interpret information
obtained from summative and formative assessment, analyze and use to develop
instruction and goals for individual students.
• Implements a variety of procedures for identifying student’s learning characteristics and
needs, monitoring student progress, and evaluating learning strategies and instructional
• Effectively utilizes MTSS and supports students utilizing appropriate
progress monitoring tools to gauge individual student achievement, understanding these
assessment procedures are an on-going process and efficient data collection and analysis will
identify student needs.
• Implements accommodations and modification as identified for individual students on
national, state, local and classroom assessments.
• Implements strategies for assessing students’ skills within curricular areas including
academic, social and vocational.
• Implements classroom and individual behavioral management plans and actively participates
in functional behavioral assessments and behavioral interventions plans for students.
• Understands and effectively utilizes computerized web-based systems for documentation
procedures/communication, goal development and modification, progress monitoring,
performance assessment, accommodations/modifications, program supports and overall IEP
The special education teacher understands teaching as a profession, maintains standards of
professional conduct and provides leadership to improve students’ learning and well-being. The
special education teacher is a reflective practitioner who continually evaluates how choices and
actions affect students, parents, and other professionals in the learning community and actively
seeks opportunities to grow professionally.
The special education teacher:
• Provides frequent and appropriate information to families about the instructional program and
conveys information about individual student progress in a culturally sensitive manner.
• Has working knowledge of resources, strategies, networks, organizations, and unique
services for individuals with disabilities and their families including career, vocational, and
transition support, including possible funding agencies and financial sources for secondary
aged students (local, state, and federal).
• Engages in professional development to stay current on researched-based instructional
strategies and services, and seeks additional resources and assistance as needed to meet
the individualized needs of students.
• Understands the importance of the teacher serving as a role model and advocate for all
• Participates in student, staff and professional meetings including behavior management
plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews.
• Understands rights to privacy, demonstrates confidentiality, and respect for differences
among all persons interacting with individuals with disabilities.
• Collaboratively works with community agencies and outside therapists for students and
understands the reciprocal relationship of sharing confidential information with these
• Provides oversight and leadership to all assigned Behavior Health Workers (BHWs) and Personal Care Assistants (PCA).
• Observes and follows all Community Council Education Service (CCES), and the assigned governing entity (ie. SDP, UDSD, CUSD) policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
• Performs duties as assigned by CCES administration.
- Possible permanent placement for well-suited assigned guest teachers.
- Expected start date of August 16, 2021.
- Starting salary of $145 per day.
- Training provided/All staff supports are on-site
- Weekly Covid testing onsite