What are the responsibilities and job description for the Special Education Teacher - CDC position at Washington County Schools (TN)?
Washington County Board of Education
Monitoring
Review: Annually
Descriptor Term
Special Education - Behavior Intervention Specialist
Descriptor Code
Enter Code
Issued Date
05/10/24
Rescinds
Issued:
Job Title:Behavior Intervention SpecialistEducation:Bachelor's degree requiredDepartment/Group:Student Supports- Special EducationCertificates & Licenses:
Valid license with appropriate
endorsement acceptable to the
state of Tennessee Department of
Education; First Aid and CPR
certification preferred; must have
or be willing to obtain Conflict
Resolution/Restraint Training
Location:
District Office
Required Testing
Travel within the district required
Continued Education/ Training
Pre-employment Physical Exam
Maintain state license
requirements; Participate in
ongoing professional
development and training related
to RTI2A & B, special education
referrals and eligibility,
assessment protocols and procedures.
Level/Salary Range:Certified Pay ScalePosition Type:Full TimeHR Contact:HR Director/HR GeneralistFLSA Status:Non-ExemptJob Category: CertifiedClearances:
Criminal Justice
Fingerprint/Background
Purpose of the position: The Special Education Teacher role was established to coordinate and provide developmentally appropriate educational services for students with diverse abilities. They adapt programming to address the cognitive, physical, social-emotional, behavioral, and communication needs of students with identified disabilities. The Special Education Teacher is also responsible for maintaining required documents and conducting all necessary actions as outlined through federal and state regulations.
Role And Responsibilities (Essential Functions)
The Special Education Teacher is also responsible for maintaining required documents and conducting all necessary actions as outlined through federal and state regulations.
Responsibilities: Assumes responsibility for the day-to-day operation of the classroom, may include general education classroom in conjunction with the general classroom teacher.
Mental Demands
Reviewed By:Date: Approved By:Date: Last Updated By:Jacki WolfeDate:5-10-2024
Monitoring
Review: Annually
Descriptor Term
Special Education - Behavior Intervention Specialist
Descriptor Code
Enter Code
Issued Date
05/10/24
Rescinds
Issued:
Job Title:Behavior Intervention SpecialistEducation:Bachelor's degree requiredDepartment/Group:Student Supports- Special EducationCertificates & Licenses:
Valid license with appropriate
endorsement acceptable to the
state of Tennessee Department of
Education; First Aid and CPR
certification preferred; must have
or be willing to obtain Conflict
Resolution/Restraint Training
Location:
District Office
Required Testing
Travel within the district required
Continued Education/ Training
Pre-employment Physical Exam
Maintain state license
requirements; Participate in
ongoing professional
development and training related
to RTI2A & B, special education
referrals and eligibility,
assessment protocols and procedures.
Level/Salary Range:Certified Pay ScalePosition Type:Full TimeHR Contact:HR Director/HR GeneralistFLSA Status:Non-ExemptJob Category: CertifiedClearances:
Criminal Justice
Fingerprint/Background
Purpose of the position: The Special Education Teacher role was established to coordinate and provide developmentally appropriate educational services for students with diverse abilities. They adapt programming to address the cognitive, physical, social-emotional, behavioral, and communication needs of students with identified disabilities. The Special Education Teacher is also responsible for maintaining required documents and conducting all necessary actions as outlined through federal and state regulations.
Role And Responsibilities (Essential Functions)
The Special Education Teacher is also responsible for maintaining required documents and conducting all necessary actions as outlined through federal and state regulations.
Responsibilities: Assumes responsibility for the day-to-day operation of the classroom, may include general education classroom in conjunction with the general classroom teacher.
- Provides direct instruction within the classroom, small group, and/or 1:1 setting.
- Develops and maintains student IEPs in Educational Management System and conducts parent meetings with fidelity in order to articulate student progress towards IEP goals.
- Cooperatively designs and implements IEPs that focus on improving areas of skill deficits
- Celebrates the achievements and successes of students
- Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of the students.
- Employs special education strategies or techniques during instruction to improve the development of sensory and perceptual-motor skills, language, cognition, or memory.
- Employs and follows de-escalation and isolation/restraint strategies.
- Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of the students.
- Utilizes special teaching tools, techniques, and equipment.
- Utilizes active teaching strategies which incorporate cooperative learning, audio-visual/technological advances, and/or other "leading edge" techniques.
- Uses formative/summative assessment data and progress monitoring data to drive instruction.
- Fosters cooperative social behavior through activities and group projects to assist students in forming satisfying relationships with other students and adults.
- Collaborates with school staff members to provide guidance regarding appropriate accommodations, modifications, and assessment of curriculum and instruction for students.
- Model instruction using effective strategies and methodologies for students with academic, behavioral and social challenges.
- Maintains effective, developmentally appropriate student management techniques in all settings.
- Discusses students' areas in need of support and progress with students, parents, and administration and suggests corrective action as needed.
- Accurately maintains/prepares, in a timely manner, all reports/data required by Federal and State Law(IDEA) and the Board of Education.
- Administers diagnostic tests and monitors students' progress on a regular basis.
- Seeks a variety of services through community resources and agencies to meet the needs of exceptional students.
- Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.).
- Advises parents and/or legal guardians of student progress.
- Directs student teachers, instructional assistants, volunteers and/or student workers.
- Maintains a high level of personal integrity and strong work ethic.
- Assumes the responsibility of having regular and timely attendance.
- Participates in a variety of meetings and trainings.
- Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job.
- Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the benefit of and in the best interest of students in the academic areas, athletics, special programs, extra-curricular activities, etc.
- Follows all board policies, school system rules and administrative regulations.
- Adheres to the Washington County Schools' Employee Code of Conduct.
- Reports immediately, as required by law, to the appropriate agency(ies) and the principal or other persons designated by the school system, incidents of actual or suspected child abuse, actual or suspected child sexual abuse.
- Reports immediately, as required by law or school policy, to the appropriate agency(ies) and/or the principal or other persons designated by the school system, incidents involving unlawful student possession of weapons or drugs or fighting on school property.
- Responds in a prompt and professional manner to inquiries from a variety of sources (e.g. teachers, students, parents, administrators, boosters, etc.).
- Responds to emergency situations and safety concerns as necessary and direct to appropriate personnel for resolution.
- Performs other job-related duties as assigned.
Mental Demands
- Multitasking: Ability to manage multiple responsibilities simultaneously, such as planning performances, teaching classes, and coordinating events.
- Emotional Resilience: Managing the diverse emotional needs of students and maintaining a positive and encouraging environment amidst the pressures of performance and competition.
- Decision-Making: Making quick and effective decisions regarding music selections, student placement, performance opportunities, and disciplinary actions.
- Creative Problem-Solving: Adapting teaching methods to accommodate different learning styles and solving problems that arise in organizing events or managing the band's logistics.
- Leadership: Providing strong leadership to inspire and motivate students, fostering a sense of teamwork and cooperation among diverse groups.
- Attention to Detail: Noticing and correcting nuances in musical performance and ensuring that all logistical aspects of performances and rehearsals are meticulously planned.
- Patience and Persistence: Teaching new musical skills and concepts requires a great deal of patience, especially when working with students of varying skill levels.
- Physical Stamina: Standing for long periods during rehearsals and performances, often conducting and actively engaging with the band.
- Manual Dexterity: Demonstrating and assisting with musical instruments, which requires fine motor skills.
- Auditory and Visual Acuity: Must be able to hear and critically assess music quality and see student actions clearly to provide accurate feedback.
- Lifting and Carrying: Handling and transporting musical instruments and equipment, which may involve lifting heavy items.
- Voice Use: Frequent use of the voice for teaching and directing can be demanding, requiring vocal endurance.
- Travel Requirements: Traveling to performances, competitions, and events, which can involve managing transport of instruments and students.
- Adaptability to performing a variety of duties, often changing from one task to another of a different
- nature without loss of efficiency or composure.
- Adaptability to accepting responsibility for the direction, control, or planning of an activity.
- Adaptability to dealing with students, faculty, administration, and CO staff.
- Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria
Reviewed By:Date: Approved By:Date: Last Updated By:Jacki WolfeDate:5-10-2024