Primary Purpose:

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 and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

Knowledge of different disabilities and the special needs associated with those

Knowledge of station teaching and other co-teach models

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

General knowledge of curriculum and instruction

Experience:

Minimum of one year student teaching or approved internship

Major Responsibilities and Duties:

1. Collaborate with students, parents, and other members of staff to develop the IEP through the ARD Committee process for each student assigned.
2. Participate in ARD Committee meetings.
3. Monitor the implementation and the effectiveness of the IEP and assist with the Present Levels of Academic Achievement and Functional Performance (PLAAFP) data, goal setting and progress monitoring.
4. Create and implement an instructional and/or skill development program for assigned students to show growth in reading and thinking.
5. Implement station teaching in partnership with general education staff to create differentiated learning experiences for special education students.
6. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
7. Develop lesson plans and work cooperatively with classroom teachers to differentiate regular curricula.
8. Employ mediated learning experiences and a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
9. Use technology in teaching/learning process.

Student Growth and Development

1. Conduct ongoing assessments of student achievement through formal and informal testing.
2. Assist with coordinating, administering and documenting state assessments.
3. Assist with the coordination and implementation of all health services for special education students.
4. Consult with district and outside resources regarding education, social-emotional, medical, and personal needs of students.
5. Participate in the transition process in conjunction with the Campus Transition Coordinator.
6. Be a positive role model for students; support mission of Texans Can.

Classroom Management and Organization

1. Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Provide Positive Behavioral Supports (PBS) to students as needed.
3. Consult with classroom teachers regarding the management of student behavior according to the IEP.
4. Assist in the selection of books, equipment, and other instructional materials appropriate to the learning needs and styles of special education students.

Communication

1. Establish and maintain open lines of communication by conducting conferences with parents, students, principals, and teachers.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use effective expressive and written communication skills to present information accurately and clearly.

Other

1. Participate in staff development activities to improve job-related skills.
2. Stay abreast of and comply with federal, state, district, and school regulations and policies for special education teachers.
3. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
4. Attend and participate in faculty meetings and serve on staff committees as required.
5. Other duties as assigned.

Supervisory Responsibility:

            None.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.