What are the responsibilities and job description for the ESY Sub Teacher (In House Only) 2026 position at San Marcos Unified School District?
I. TITLE – Teacher, Special Education, ESY
II. MINIMUM QUALIFICATIONS
A. Credential
California credential authorizing instruction for the Mild/Moderate handicapped.
B. Education
Sufficient to meet credential requirements
C. Experience
None required
D. Personal
See District requirements
III. KNOWLEDGE AND ABILITIES
Knowledge of and ability to implement the subject matter, philosophical, social, and
educational concepts relative to the duties and responsibilities listed on this job description.
IV. DUTIES AND RESPONSIBILITIES
A. As a Director of Learning
The teacher directs the program for and teaches learning handicapped pupils in the
day class the basic learning and other subject matter commensurate with the emotional,
physical and intellectual needs of the pupil. The teacher also provides appropriate physical
and psychological environment to establish and reinforce acceptable pupil behavior,
attitudes and social skills
1. Planning for instruction
a. Assesses the needs of individual pupils and plans an appropriate program
of individualized instruction based upon school, home and community environments.
b. Provides individualized or small group instruction in the least restrictive environment
to pupils whose emotional and/or behavioral problems have resulted in marked academic retardation and severe developmental delays.
c. Instructional programs must be based upon a functional curriculum, utilizing
behavioral methodology for implementation.
2. Teaching results – evaluation
a. Keeps concise anecdotal records, behavioral and instructional data on each pupil, the learning disorder, and plan or remediation, and results of the plan
3. Instructional techniques
a. Prepares instructional materials for pupils having a possible grade level span for
below kindergarten through grade twelve
b. Seeks out and plans motivational strategies to stimulate the interests and special talents of the gifted but disturbed child
B. Relationships
1. Teacher-pupil
a. Teacher provides continual supervision on an “on call” basis for pupils assigned to the group as problem situations arise anywhere in the school
2. Teacher-staff
a. Confers with professional staff on each pupil’s progress and frequently with
psychologists and support personnel.
b. Assists other staff professionals in the diagnosis of learning disorders
c. Arranges with staff for integration of pupils into regular classes where appropriate
for pupil success
d. Works closely with on site administrator on educationally handicapped related problems
e. Obtains needed assistance for each child from other professional staff members:
psychologists, speech therapists, public health nurse
3. Teacher-parent
a. Confers frequently with parents. Appraises child’s progress. Assists parents in
understanding child’s progress and problems in a way to best help the child
4. Teacher-community
a. Endeavors to apprise District personnel, parents and the community of the needs of severely handicapped children
C. Professional Attitude, Responsibilities and Participation
1. Professional Growth
a. Continued sturdy of current development and research in educating the pupil with a severe emotional and/or neurological disorder
b. Participates in in-service programs.
c. Keeps abreast of types of new instructional equipment, materials, and methods
that might be used in remedial instruction
2. Adaptability
a. Works cooperatively with District personnel as a team member
V. Accountability
A. Person to whom responsible
1. Building Principal
B. Evaluator
Building Principal with assistance from Coordinator, Education Program Specialist/
Special Education Administrator
II. MINIMUM QUALIFICATIONS
A. Credential
California credential authorizing instruction for the Mild/Moderate handicapped.
B. Education
Sufficient to meet credential requirements
C. Experience
None required
D. Personal
See District requirements
III. KNOWLEDGE AND ABILITIES
Knowledge of and ability to implement the subject matter, philosophical, social, and
educational concepts relative to the duties and responsibilities listed on this job description.
IV. DUTIES AND RESPONSIBILITIES
A. As a Director of Learning
The teacher directs the program for and teaches learning handicapped pupils in the
day class the basic learning and other subject matter commensurate with the emotional,
physical and intellectual needs of the pupil. The teacher also provides appropriate physical
and psychological environment to establish and reinforce acceptable pupil behavior,
attitudes and social skills
1. Planning for instruction
a. Assesses the needs of individual pupils and plans an appropriate program
of individualized instruction based upon school, home and community environments.
b. Provides individualized or small group instruction in the least restrictive environment
to pupils whose emotional and/or behavioral problems have resulted in marked academic retardation and severe developmental delays.
c. Instructional programs must be based upon a functional curriculum, utilizing
behavioral methodology for implementation.
2. Teaching results – evaluation
a. Keeps concise anecdotal records, behavioral and instructional data on each pupil, the learning disorder, and plan or remediation, and results of the plan
3. Instructional techniques
a. Prepares instructional materials for pupils having a possible grade level span for
below kindergarten through grade twelve
b. Seeks out and plans motivational strategies to stimulate the interests and special talents of the gifted but disturbed child
B. Relationships
1. Teacher-pupil
a. Teacher provides continual supervision on an “on call” basis for pupils assigned to the group as problem situations arise anywhere in the school
2. Teacher-staff
a. Confers with professional staff on each pupil’s progress and frequently with
psychologists and support personnel.
b. Assists other staff professionals in the diagnosis of learning disorders
c. Arranges with staff for integration of pupils into regular classes where appropriate
for pupil success
d. Works closely with on site administrator on educationally handicapped related problems
e. Obtains needed assistance for each child from other professional staff members:
psychologists, speech therapists, public health nurse
3. Teacher-parent
a. Confers frequently with parents. Appraises child’s progress. Assists parents in
understanding child’s progress and problems in a way to best help the child
4. Teacher-community
a. Endeavors to apprise District personnel, parents and the community of the needs of severely handicapped children
C. Professional Attitude, Responsibilities and Participation
1. Professional Growth
a. Continued sturdy of current development and research in educating the pupil with a severe emotional and/or neurological disorder
b. Participates in in-service programs.
c. Keeps abreast of types of new instructional equipment, materials, and methods
that might be used in remedial instruction
2. Adaptability
a. Works cooperatively with District personnel as a team member
V. Accountability
A. Person to whom responsible
1. Building Principal
B. Evaluator
Building Principal with assistance from Coordinator, Education Program Specialist/
Special Education Administrator