Special Education Teacher-Life SkillsResource
Special Education Teacher-Life SkillsResource
Posted on :
18-04-2025
Employer Active
1 Vacancy
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Monthly Salary
Not Disclosed
Salary Not Disclosed
Vacancy
1 Vacancy
Posted on :
18-04-2025
Job Description
Position:Special Education TeacherLife Skills/Resource
Department/Campus:Special Programs/Calder Road Elementary School
Wage/Hour Status:Exempt
Immediate Supervisor(s):Principal
Pay Grade:Per Compensation Plan
Days Employed: Per Compensation Plan
POSITION SUMMARY:
- Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual emotional physical and social growth
- Develop or modify curricula prepare lessons and other instructional materials to student ability levels and prerequisite skills
- Document student progress and maintain data to prepare ARD paperwork and make recommendations
- Work in a selfcontained lowincidencedisability (LID) classroom as assigned
QUALIFICATIONS:
- Bachelors degree from an accredited university
- Valid Texas teaching certificate with required special education endorsements for assignments
- Early Childhood Certification for Early Childhood Special Education Teacher
- Demonstrated instructional competency in the core academic subject area assigned
Special Knowledge/Skills:
- Knowledge of a variety of disabilities and the special needs of students
- Knowledge of the Admission Review and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goalsetting process data collection requirements relevant supplements and implementation
- Specific knowledge of how to adapt curriculum and instruction to meet individual learner needs and meet STAAR/STAARAlternate assessment requirements to promote student outcomes
- Specific knowledge of specialized instructional techniques such as Applied Behavioral Analysis (ABA) early childhood development positive behavior support transition and development of functional vocational plans etc as applicable to the students assigned to promote student growth and development
- Specific knowledge of appropriate deescalation and behavioral intervention strategies for working with students with problematic behaviors (such as specific social skills curriculum Restorative Discipline Capturing Kids Hearts or Why Try)
- Advanced knowledge of Strong organizational written and verbal communication and interpersonal skills
Experience:
- At least one year of student teaching or an approved internship
MAJOR RESPONSIBILITIES:
Instructional:
- Implement the components of the specially designed instruction outlined in the IEPs in a pullout setting based on student needs and special education requirements as outlined in the district state and federal guidelines
- Maintain all required paperwork and documentation related to individual studentlevel data progress on academic behavioral and/or functional skills instruction and IEP progress monitoring data grades attendance records and other classroom management responsibilities for record keeping (PEIMS ARD transition IEP and behavioral requirements)
- Follow all DISD operating guidelines that are relevant to the position including but not limited to Case Manager Duties IEP Access and Implementation Accessible Instructional Materials Extended School Year Services Discipline FERPA IEP Goals and Objectives 10 Critical Components CBI Student Records Documentation of Special Education Modification/Accommodation/Specially Designed Instruction
- Implement an instructional therapeutic and/or skill development program employing a variety of instructional and learning strategies activities materials and equipment that reflect an understanding of all assigned students individual disabilities academic behavioral and functional needs
- Use tools to promote student communication including core boards assistive and studentspecific technology response and voice output in the teaching/learning process
- Responsibly maintain assistive devices for assigned students
- Work cooperatively with related service staff (such as OT PT Speech etc. and district staff to support student needs in the classroom and school setting
- Consult with campus staff to support students academic behavioral and/or social needs as addressed within the IEP
- Assist classroom teachers to modify curricula for special education students in general education settings
- Use data to determine and address each students present levels of academic achievement and functional performance including the students strengths and weaknesses using direct explicit instruction stations and small groups to target instruction
- Conduct ongoing (at minimum beginning mid and end of year) assessments of student achievement through formal and informal evaluations to improve student outcomes toward academic growth
- Provide and supervise personal care (including toileting needs such as catheterization menstrual assistance lifting/transfer to accessible toilets or changing table) medical care and feeding (may include a tube or bottle feeding or the special preparation of food) for students as stated in IEP
- Conduct CommunityBased/Vocational Instruction activities to promote life skills student independence and employment as applicable
- Consult district and outside resource staff regarding the education social medical employment and personal needs of students
- Be a positive role model for students; support the philosophy of the special programs department and the mission of the school district
- Create a safe supportive and ageappropriate classroom environment conducive to learning and appropriate for the cognitive physical social and emotional development of students
- Including stations organization of materials equipment and safety. Take all necessary and reasonable precautions to protect students equipment materials and facilities
- Use the district online platform for ARD preparation and documentation be knowledgeable of the Annual Review and Dismissal (ARD) process and procedures in compliance with district state and federal guidelines
- Upload logs trackers and work samples into the student file online
- Monitor progress on IEP goals/objectives throughout each 9 weeks and update progress at the end of each 9 weeks using the online platform to share with parents concurrent with report cards
- Prepare for and participate in the ARD committee meetings for assigned students; follow all timelines prepare drafts for recommendations to include PLAAFPs IEP goals/objectives dyslexia supplements transitions BIP sharing data and records knowledgeably and professionally
- Collaborate with students parents and other members of staff establish and maintain open verbal and written communications by conducting conferences with parents students principals special programs support providers and teachers
- Maintain a professional relationship and use effective verbal and written communication skills to present information accurately clearly and in a timely manner
- Participate in staff development activities and professional learning communities to improve jobrelated skills and student outcomes
- Attend and participate in faculty meetings department meetings district meetings and serve on staff committees as required
- Participate as an effective team member who contributes to district department and content goals
- Keep informed of and comply with federal state district and school regulations and policies and procedures for special education teachers such as confidentiality and STAAR Alt requirements
- Perform other duties as assigned
Behavioral:
- Manage student behavior and administer discipline techniques that include intervening in crisis situations providing deescalation strategies and interventions to support students in behavior management and safe response methods that do not harm themselves or others (Crisis Prevention and Intervention annual training required and utilized based on district standards and reporting)
- Gather data on behavior (e.g. functional behavioral analysis time sampling frequency occurrence documentation of intervention) and design BIP and/or social skills to support student needs
- Provide direct instruction for behavioral and/or social skills to students
- Provide instruction modeling and practice on targeted behavioral and/or social goals
- Collect data to measure behavioral intervention plans (BIP) and IEP progress to be monitored throughout each 9 weeks and progress reports using online platforms at the end of each 9 weeks to be shared with parents
SUPERVISORY RESPONSIBILITIES:
- Supervise assigned paraprofessionals if applicable
- Develop and supervise schedules and plans for the paraprofessionals that support students
- Communicate the expectations to the paraprofessionals of their role responsibilities and recordkeeping both personally and for students
- Develop a plan and process for paraprofessionals to obtain and record student data both in the pullout and general education setting on IEP goals as applicable
EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job
Tools/Equipment Used:Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
- Motion:Frequent walking and reaching frequent standing; kneeling/squatting bending/stooping pushing/pulling and twisting
- Lifting:Frequent light lifting and carrying (less than 15 pounds); heavy lifting 45 pounds or over) and positioning students with physical disabilities controlling behavior through physical restraint assisting nonambulatory students and lifting and moving adaptive and other classroom equipment
- Environment:Work inside and outside (exposure to the sun heat cold and inclement weather); exposure to noise; exposure to biological hazards (body fluids bacteria communicable diseases)
- Mental Demands:Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns communicate verbally and inwriting instruct and maintain emotional control under stress
- Professional Dress: Dress must be clean neat in a manner appropriate for his or her assignment and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent. During work hours visible body piercings (except earrings) will not be allowed.
EVALUATIONS:
- Performance of this position will be evaluated annually
Employment Type
Full-Time
Key Skills
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