Teacher, SE Dyslexia (Applicant Pool) 26-27 SY

Position Summary

Provide services to students who qualify for dyslexia/related disorders and possess specialized training and expertise in understanding and addressing the learning differences associated with dyslexia. Their primary role is to provide targeted instruction and support to students who struggle with reading, spelling, and related language skills. Prepares all IEP paperwork and serves as campus MDT representative for evaluations and ARD meetings.

Minimum Requirements

• Bachelor’s degree in physical education or related field from an accredited college or university.
• Valid Texas teaching certificate Special Education Certification (EC-12).

• Must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the candidate.

Preferred Qualifications

• Demonstrated competency of the current Texas Dyslexia handbook provided by the Texas State Board of Education (SBEC).

• Valid ESL certification (candidates without this certification will be required to obtain it within their first year of employment).

Knowledge, Skills, and Abilities

• Knowledge of special needs of students in assigned area.
• Comprehensive understanding of the current Texas Dyslexia handbook provided by the Texas State Board of Education (SBEC) and its implications for identification, instruction, and service delivery.
• Skilled in interpreting and analyzing data from various assessments, including screening tools and comprehensive evaluations, to determine dyslexia risk or eligibility based on the current Texas Dyslexia handbook provided by the Texas State Board of Education (SBEC).
• Ability to implement and monitor specially designed instruction using an explicit, systematic, sequential, and multisensory approach for students with dyslexia/dysgraphia.
• Knowledge of effective accommodations and/ or modifications to support students with dyslexia and dysgraphia across diverse educational environments.
• Strong collaboration and communication skills to work effectively with general education teachers, special education staff, parents, and administrators.
• Proficiency in using technology and assistive technology to support instruction and student learning.
• Ability to effectively communicate complex information about dyslexia and related issues to various audiences in a clear and understandable manner.
• Ability to analyze data and implement decisions regarding student instruction and support.
• Effective organizational and time- management skills to manage caseloads, schedule intervention groups and meet deadlines.

Essential Functions/Key Responsibilities

• Collaborate with students, parents, and staff to develop an IEP through the ARD Committee process.
• Present subject matter effectively and according to guidelines established by IEP.
• Participate in ARD Committee meetings on a regular basis.
• Conduct and interpret progress monitoring to write data driven student goals.
• Establish a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Establish and maintain a professional relationship and open communication with parents, students, and colleagues.
• Facilitate staff development related to dyslexia to comply with state and district regulations.
• Collaborate with MTSS administrator to identify dyslexia risk for kindergarten and first grade students. 
• Compile and maintain all reports, records, and required documents.
• Serve as campus point of contact and collaborate with registrar to report accurate dyslexia PEIMS coding.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

• Maintain professional relationships with parents, students, and colleagues.
• 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.
• Perform other duties as assigned.

Working Conditions

Tools/Equipment Used: Standard instructional equipment, including personal computer and peripherals.

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

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.

Motion: Frequent walking, including frequent keyboarding/use of mouse; occasional reaching. Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment.

Environment: Work inside, may work outside; regular exposure to noise.

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours.

Supervisory Responsibilities

Non-Discrimination Notice: Boerne Independent School District, as an equal opportunity educational provider and employer, does not discriminate on the basis of race, color, national origin, sex, age, or disability in educational programs or activities that it operates or in employment decisions.