Special Education Teacher - SCI, 26-27 school year

POSITION DESCRIPTION

Title:                                  Special Education Teacher – Severe Cognitive Impairment

Location:                           Lincoln School

Classification:                   KIEA

Reports to and

Evaluated By:                    Principal/Administrator of Lincoln School

Terms of

Employment:                     202 day position subject to all rules and regulations covering KIEA teachers

Positions

Supervised:                       None

BROAD STATEMENT OF RESPONSIBILITIES:

To provide structure and innovative instruction to students within the learning environment in order to meet all students’ needs. The work includes the use of evidence-based assessment, instruction and intervention practices in the prevention, assessment, intervention, and program design efforts that are integrated within the school. The teacher will work collaboratively with all members of the school and program to provide specially designed instruction in the areas determined by students’ Individualized Education Programs (IEPs).

DUTIES AND RESPONSIBILITIES:

1. Participate in the development and promotion of the special education philosophy of service and delivery.
2. Regular, reliable and punctual attendance is an essential function of the job.
3. Evaluate students’ skills in learning, behavior, and communication using formalized assessments.
4. Plan comprehensive educational program to develop academic, communication, social, and community skills for all students assigned to the class.
5. Develop individual instructional objectives for students based on assessment, Extended and/or Grade Level Content Expectations and regularly update these objectives based on students’ skill acquisition.
6. Provide direct instruction for students with disabilities, in the areas of academic skills, communication skills, social skills, and transition.
7. Collect, maintain, and analyze data relating to students’ acquisition of functional, community-referenced skills.
8. Cooperate in planning curriculum and instructional programs with other instructional and support personnel to encourage integrated team services for the students.
9. Establish methods to utilize functional behavior assessment to develop Positive Behavior Support Plans within the classroom in accordance with district policies and center program procedures.
10. Keep daily anecdotal records of students.
11. Direct Instructional Support Specialists assigned to the program/classroom.
12. Develop timely and compliant IEP’s for eligible students.
13. Document and share student progress on goals and objectives, accommodations, service time, and discipline/suspensions for all students on caseload.
14. Maintain an electronic log to document students’ goals and objectives, accommodations, and other IEP related services.
15. Assessing, teaching, and modifying instruction and curricula for students with cognitive impairment related to all of the following:
    1. Using research-based strategies and techniques for developing language and communication abilities and skills of students with cognitive impairment to promote the development of language, reading, writing, spelling, calculating, and thinking.
    2. Selecting, adapting, and developing specialized or general education curricula, assessments, accommodations, and instructional materials for students with cognitive impairment that is aligned with the general curriculum.
    3. Planning and implementing instruction in settings across domains, including community, personal/social, career/employment, and leisure/recreation.
    4. Assessing, implementing, and supporting all levels of assistive technology for individual students.
    5. Developing and maintaining collaborative relationships and partnerships with parents/families, educators, administrators, consultants, and community service providers.
    6. Developing individualized goals for students with cognitive impairment related to social relationships, cultural competence, self-determination, and transitions to postsecondary training, career/employment, and community integration.
16. Perform all other duties as appropriate and determined by Principal/Administrator.

KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:

1. Bachelor’s Degree in Education from an accredited university.
2. Special Education Certification with Cognitive Impairment Endorsement.
3. Demonstrated success in special education or support service working with students with a cognitive impairment.
4. Experience in delivering instruction in subject area content.
5. Ability to integrate technology into the curriculum.
6. Ability to communicate informational ideas in spoken and written language for clear understanding.
7. Ability to provide Highly Qualified (HQ) status.
8. Experience working in Center Programs, preferred.
9. Willingness to participate in all phases of the instructional program.
10. Ability to work constructively with parents, students and staff.

1. Non-violent Crisis Intervention certification.

1. Must pass criminal background check as required by School Safety Legislation.

The above is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties, responsibilities, or requirements.