TITLE: SPECIAL EDUCATION TEACHER
QUALIFICATIONS: Bachelor’s Degree from accredited university
Master’s Degree Preferred
Valid Arizona teaching certificate, with required special education endorsements for assignments
Knowledge of special needs of students in assigned area
Knowledge of Multidisciplinary Evaluation Team (MET) process
Knowledge of Individual Education Plan (IEP) process, development and implementation
Knowledge of general education curriculum and instruction
At least one year of successful teaching experience preferred
REPORTS TO: Building Principal *
Director of Special Education *
JOB GOAL: Provide special education students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials according to ability levels. Work in self-contained, collaborative, departmental, or itinerant capacity as assigned.
The Special Education Teacher shall:
1. Be knowledgeable and follow all of the federal, state and local policies and procedures related to special education.
2. Prepare for and facilitate all annual IEP’s and collaborate on all post re-evaluation IEP’s. This includes obtaining all appropriate IEP pages and preparing a draft, coordinating all information to be discussed by the IEP Team such as previous AIMS and SAT 10 scores, all other Curriculum Based Measures, standardized assessments, progress on previously developed IEP’s, disciplinary referrals, teacher progress reports, etc.
3. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
4. Plan and use appropriate instructional/learning strategies, activities, materials, technology, and equipment that reflect accommodation for individual needs of students assigned.
5. Facilitate learning in the classroom by maintaining discipline, encouraging participation, using effective questioning strategies, and providing structure as appropriate to needs of the students.
6. Evaluate and document student progress in a variety of ways and give constructive feedback.
7. Create a classroom environment conducive to learning and appropriate to the physical, social, and emotional development of students.
8. Collaborate with students, parents, and other staff members to develop 3-year MET Reports and IEPs for each student assigned.
9. Establish and maintain rapport with the students; establish and maintain standards of behaviors for individual students, manage student behavior and administer discipline including behavior intervention according to the IEP.
10. Provide opportunities for students to explore life and career goals.
11. Access resource persons or specialists to provide guidance toward developing a plan when working with a student with unique needs.
12. Maintain student records, document student progress on IEP’s, send special education report cards on the same schedule as the general education report cards and ensure the confidentiality of information pertaining to special education students.
13. When the case manager, within 48 hours, see to the provision of copies of the appropriate sections of the IEP meeting to the professional staff working with the student in other special education and general education settings (i.e.: BIP, modifications, etc.)
14. Maintain contact with parents and other professional staff in regard to student performance through activities such as parent-teacher conferences, progress reports, letters, special education report cards, staffings, case management duties and IEP Committee meetings.
15. Work effectively as a team member to identify the needs of the students; be able to anticipate difficult situations for the student(s); and problem-solve solutions.
16. Plan and supervise purposeful instructional (non-clerical) assignments for teacher aide(s).
17. Provide or supervise personal care and hygiene of students as stated in the IEP.
18. Perform various administrative activities (e.g., attend campus faculty meeting, campus and district staff meetings, order equipment and supplies, copy materials, coordinate instructional department activities).
19. Serve as a resource to other staff regarding the needs of students (i.e.: collaborate on IEP development, modifications, behavioral needs, etc).
20. Demonstrate behavior that is professional, ethical, and responsible.
21. Maintain professional development through such activities as classes, conferences, seminars, workshops, and professional journals. Must attend all staff development provided by district personnel in regard to federal, state and local procedures for special education.
22. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
23. Perform all other duties as deemed necessary by the Principal or designee.
DIFFICULTY OF WORK:
Considerable judgment, tact, patience, sensitivity, and flexibility are required to deal with students from varied backgrounds and ability levels. Must be willing to manage difficult situations involving dysfunctional student behavior. Creativity and adaptive thinking needed to match teaching objectives, learning strategies, behavior management, and instructional plans with students’ abilities. Needs ability to communicate (verbal and written); ability to instruct and maintain emotional control under stress. Needs to comply with all directives from Supervisors.
Performance of the position will be evaluated annually in accordance with the requirements of State law and Imagine Charter Schools. The Principal and Special Education Director will jointly develop summative evaluation.
Day to day supervision is the responsibility of principal with programmatic supervision by the Director of Special Education.