High School Special Education Teacher - LT Substitute

Long-Term Substitute Position for a Partial Inclusion Special Education Program. •Starting Date: December 7, 2026- March 5, 2027 •Responsible for the daily educational instruction and programming for students as prescribed in the Individual Educational Program (IEP) for identified students at the high school level. •Teach small group ELA, Math, and Student Strategies classes •Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. •Guide the learning process toward the achievement of curriculum goals and establish clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. •Work with special education personnel, general education teachers, and administrators. •Work with building staff to integrate students into general education classrooms and programs. •Provide specially designed instruction to students within a special education setting for a portion of the day. •Complete daily/weekly/monthly data sheets, evaluation reports, progress reports, IEPs, assessments, and other data required by local, state and federal mandates. •Assist classroom teachers, special subject staff, administrators and other building personnel in the implementation of accommodations and modifications. •Supervise the work of the ESP both in special and general education settings. •Such other responsibilities as may from time to time be assigned by the Principal, Assistant Principal and/or Special Education Building Administrator or Director of Student Services. •The duties commonly associated with the position include but are not limited to: oAdapt learning materials to students’ needs oKeep track of and reflect on students’ progress oMonitor children’s behavioral patterns and arrange appropriate interventions if needed oPrepare students for transition to the next grade oInform parents about their children’s performance and potential problems oCollaborate with the support staff (e.g. school counselors and speech therapists) to create holistic intervention plans oUnderstanding of curriculum oAbility to apply Universal Design Strategies oMaintaining up-to-date knowledge of curriculum content oPlanning and assessment of instruction and curriculum oPlanning and delivering effective instruction oPromoting high standards and expectations for student achievement oCommunicating with students, parents, and other district employees to work on behalf of students oPromoting equity and appreciation of diversity via culturally responsive practices oTransition experience (assessment, planning community based activities/opportunities, travel, etc.)