Special Education Teacher- General Curriculum

QUALIFICATIONS

The candidate must hold, or be eligible to hold, a Virginia State Teaching License with a specific endorsement in the area of Special Education. Prior teaching experience is preferred, with that experience having been at an acceptable rating for such teaching. A demonstrated philosophy that all students can and will learn. Excellent oral and written communication skills. Demonstrated knowledge and understanding of best instructional practices. Positive interpersonal skills. Willingness and ability to comply with the standards for ethical and professional performance established by the State Board of Education. Possesses the skills pertinent to foster positive human relationships and the ability to work effectively with students, staff, parents, and the community. An understanding of federal, state, and local regulations as established by the Individuals with Disabilities Education Act (IDEA).

DESCRIPTION

Elementary Special Education Teachers work with students with diverse learning needs and disabilities in the elementary school setting. They are responsible for creating and implementing Individualized Education Programs (IEPs) tailored to each student's unique needs. These teachers employ various teaching strategies, modified curriculum, and assistive technologies to support students in their academic, social, and emotional development. They collaborate closely with other educators, specialists, and parents to provide a well-rounded and supportive learning environment. They assess students' progress, identify challenges, and adjust teaching methods accordingly. Additionally, they play a key role in advocating for their students, ensuring they receive the resources and support they need to succeed academically and socially.

GENERAL DUTIES (May not include all duties performed)

• Create personalized educational plans outlining goals, accommodations, and modifications for students with special needs.
• Adapt teaching methods, materials, and assessments to meet the diverse learning styles and abilities of students in the classroom.
• Work closely with general education teachers, specialists, and support staff to coordinate and implement effective teaching strategies and interventions.
• Regularly assess students' academic abilities, track progress, and adjust instructional strategies based on assessment results.
• Implement behavior intervention plans (BIPs) and provide positive behavioral support to manage challenging behaviors and create a positive classroom environment, as appropriate.
• Provide specialized instruction to students individually or in small groups to address specific learning needs.
• Maintain regular communication with parents and guardians, updating them on their child's progress, goals, and achievements.
• Stay updated on the latest research, teaching methods, and assistive technologies to support students with special needs.
• Participate in team meetings, including IEP meetings, to collaborate with parents, specialists, and administrators in planning and evaluating student progress.
• Maintain accurate records of student progress, IEP goals, assessments, and communication with parents and other professionals.
• Foster a positive and inclusive school culture where all students are respected and valued for their unique abilities and contributions.
• Adhere to the professional code of ethics and maintain confidentiality regarding students' information and progress.
• Performs other duties as assigned.

SUPERVISION

The employee reports directly to the School Principal, or other admnistrative personnel.

WORK CONDITIONS

Duties performed are typically in the school setting. Performs professional work providing support and consultative services for assigned department/program. Work requires frequent standing, sitting, walking, and light lifting. Some assignments are subject to deadlines inherent in tailoring and delivering programs to meet the needs of diverse groups. Some assignments may involve exposure to risks associated with interactions with parents and students in heightened emotional states. Employees may be required to perform emergency and non-emergency health-related services for students as needed.

FLSA STATUS

Exempt