Special Education Teacher-Structured Learning

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 selfcontained team departmental or itinerant capacity as assigned.

Qualifications:

Education/ Certification:

Bachelors 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) goalsetting 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

1. Collaborate with students parents and other members of staff to develop IEP through the ARD Committee process for each student assigned.
2. 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.
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 and learning strategies activities materials and equipment that reflect an understanding of the learning styles and needs of students assigned.
5. 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.
6. Participate in ARD Committee meetings regularly.

Student Growth and Development

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

Classroom Management and Organization

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

Other

1. Establish open communication by conducting conferences with parents students principals and teachers.
2. Maintain professional relationships with parents students and colleagues.
3. Collaborate with campus administrative special education and district staff regarding student progress and discipline.
4. Participate in staff development activities to improve jobrelated skills.
5. Keep informed of and comply with federal state district and school regulations and policies for special education teachers.
6. Compile maintain and file all physical and computerized reports records and other documents required.
7. Attend and participate in faculty meetings and serve on staff committees as required.
8. 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 nonambulatory 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