ELEMENTARY SPECIAL EDUCATION TEACHER 

SUMMARY:

The elementary teacher of students with cognitive disabilities is responsible for the instructional program and implementation of activities for students with disabilities in the elementary setting within Saline Area Schools.

ESSENTIAL DUTIES AND RESPONSIBILITIES: ( Other duties may be assigned.)

• Provides and coordinates the instructional program for students in the assigned area of responsibility, evaluates results on a continuous basis.
• Assesses students’ achievement and develops instructional strategies to meet individual educational needs of diverse students in the assigned area of responsibility.
• Plans curriculum and prepares lessons and other instructional materials to meet individual needs of students, considering such factors as physical, emotional and educational levels of development.
• Ensures the inclusion of diverse books and other learning materials.
• Convenes and chairs Individualized Education Program (IEP) meetings. Develops and implements student IEP goals and instruction based on individual student needs.
• Ensures and prioritizes that students are regularly provided with diverse books, mentor texts and other instructional materials that teach cultural competency. Participates in the implementation of health care procedures in accordance with administrative operating procedures.
• Develops, coordinates and implements behavior intervention plans in accordance with District policy, administrative operating procedures and state/federal rules and regulations. Convenes a team to evaluate and develop a functional behavioral assessment.
• Works cooperatively and communicates with District and constituent district staff, students and parents/guardians.
• Maintains accurate attendance records and appropriate reports.
• Participates in District level staff meetings, in-service activities, staff development/special programs, school improvement teams and planning committees as appropriate to the assignment.
• Regularly document student progress using assessment tools, monitoring through observations/evaluation and/or collecting data. Uses student progress data to improve instruction.
• Develops a program that includes a variety of learning activities, small group and individualized activities; collaborates with WISD Teacher Consultants and other related service providers regarding activities for assigned students.
• Supervises and implements instruction for students in class; directs the activities of teacher assistants in all areas of instruction as well as other activities.
• Confers with parents, teacher assistants, related service providers and administration to develop an individual educational plan for students.
• Maintains accurate records in a manner consistent with state and federal law as required by the District.
• Establishes and maintains open communications with parents, staff, administration and outside agencies.
• Performs billing functions for Medicaid reimbursement where applicable.
• Adheres to District health and safety rules, policies and procedures.
• Confers with other staff members to plan programs designed to promote educational, physical independent and social development for students.
• Monitors student needs and implement programs.
• Exhibits emotional stability, exercises good judgment and makes decisions in accordance with board policies and administrative guidelines, with minimum supervision.
• Performs such other tasks as may from time to time be assigned by the supervisor.
• Exemplary, regular and predictable attendance is essential for this position.

SUPERVISORY RESPONSIBILITIES:

Directs Teaching Assistant(s) / Paraeducators and general education staff on a day to day basis.

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

• Endorsement in TC/LD preferred.
• Minimum of an earned Masters Degree in special education or a field of study related to special education with a major in the area of learning disabilities or earned credit coursework equivalent to the major.
• Competitive preference for candidates with previous diversity, equity and inclusion training.
• Demonstrated successful student teaching experience required; two years of experience preferred.
• Must be able to use " Non-Violent Crisis Intervention" techniques and other behavior strategies, which are used frequently in this learning environment, including developing behavioral intervention plans.
• Possesses experience with computer instruction and technology.
• Possesses the skills and desire to work in a collaborative team with others.
• Possesses knowledge and awareness of community agencies and services and ability to enlist those services when needed.
• Demonstrated knowledge and understanding of the teacher's role in a team environment.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

LANGUAGE SKILLS:

• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze and interpret information including periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to write lesson plans, IEP's and other related correspondence.
• Ability to direct the activities of others to execute student IEP goals.

TECHNICAL SKILLS:

• Ability to integrate technology into the everyday workflow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use computer technology for research, data management, communications and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

MATHEMATICAL SKILLS:

Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

REASONING ABILITY:

• Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

INTERPERSONAL SKILLS:

• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies and individuals.
• Ability to work creatively and skillfully with students.
• Ability to demonstrate initiative and understanding in working with students, staff and parents/guardians.

PHYSICAL DEMANDS:

Exemplary, regular and predictable attendance is essential for individuals working in this capacity. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee may be required to occasionally work nights and weekends to complete the required elements of this job. The employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. While performing the duties of this job the employee is frequently required to assist with lifting and moving students up to 26 years of age. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distance vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

SALARY RANGE: Per the SEA Agreement 

FLSA Status:

Exempt