Primary Purpose:

Provide students in the special education program with learning activities and experiences designed to help them fulfill their intellectual, emotional, physical, and social growth potential. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

 

Qualifications:

            Education/ Certification:

            Bachelor’s degree from an accredited university

            Valid Texas teaching certificate with required special education endorsements for assignment

 

            Special Knowledge/ Skills:

            Knowledge of special needs of students in assigned area

            Knowledge of effective behavioral practices for students with emotional/behavioral problems

            Knowledge of special needs of students with specific behavior

            Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP)                  goal-setting process and implementation

            Knowledge of how to adapt curriculum and instruction for special needs

            Effective communication skills

 

Experience:

Student teaching, approved internship, or related work experience

 

Major Responsibilities and Duties:

Instructional Strategies

Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned. Develops and implements Behavior Intervention Plans (BIP). Ensures that the BIP is distributed to teachers and campus personnel sharing responsibility for the students’ progress and aid with explaining and implementing the BIP. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned. Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned. Participate in ARD Committee meetings regularly.

Student Growth and Development

Conduct ongoing assessments of student achievement through formal and informal testing. Provide or supervise personal care, medical care, and feeding of students as stated in IEP. Consult district and outside resource people regarding the education, social, medical, and personal needs of students.

Classroom Management and Organization

Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior and administer discipline including intervening in crises and physically restraining students as necessary according to IEP. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion.

Other

Establish open communication by conducting conferences with parents, students, principals, and teachers. Maintain professional relationships with parents, students, and colleagues. Collaborate with campus administrative, special education, and district staff regarding student progress and discipline. Participate in staff development activities to improve job-related skills. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. Compile, maintain, and file all physical and computerized reports, records, and other documents required. Attend and participate in faculty meetings and serve on staff committees as required. Follow district safety protocols and emergency procedures.

 

Supervisory Responsibilities:

                Direct the work of instructional aide(s).

 

Mental Demands/Physical Demands/ Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards

Mental Demands: Maintain emotional control under stress