This position supports the Gengras Center by developing and implementing the instructional strategies and activities that reflect knowledge and understanding of students’ intellectual, physical and social development. The teacher must have knowledge of teaching skills and competencies, be proficient in reading, writing and mathematics, and be capable of using computers, assistive technology and adaptive equipment that will enable the students to learn and participate. It is important for the teacher to create a classroom environment that encourages positive behaviors and have knowledge of behavior management strategies. Good communication skills that allow the teacher to interact effectively with students, staff, families, community members, administration, the USJ community and sending district personnel are vital. The teacher must maintain the professional standards required to fulfill the position responsibilities. 

• Discipline Based Goals
• Demonstrate knowledge in the following areas:
• Development disabilities and the disabilities of the students on the individual’s caseload and the impact of disabilities on learning progress, and classroom performance. 
• Implementation of strategies to facilitate student learning and behavior management.
• Appropriate use of formal and informal assessment strategies and instruments; legal provisions, regulations, and guidelines regarding student assessment.
• Individualized Education Plans.
• Planning and Placement Team process.
• Lead and manage teaching assistants and conflict resolution skills.
• Data collection and interpretation to program effectively for students.
• Functional Behavioral Assessments and Behavior Intervention Plans.
• Demonstrate understanding of state curriculum standards.
• How students learn to read and respond to text; understanding of reading and writing as interactive process.
• How students learn mathematical concepts, procedures, and tasks.
• Life skills curriculum and relevance to independent living and employment.
• Plan and implement instructional strategies and activities that reflect knowledge of students’ intellectual, physical, and social/emotional development.
• Create, select, and adapt a variety of instructional activities, utilizing adaptive equipment, technology, and other resources to support student learning.
• Create a classroom environment that encourages positive behaviors and maximizes instructional time.
• Use de-escalation techniques during crisis situations to keep students and staff safe. Use PMT Personal Safety techniques when needed to maintain the safety of self and others.
• Coordinate with Gengras transdisciplinary team to facilitate integration of functional/academic skills throughout the curriculum.
• Collaborate and help facilitate the development of community-wide special projects and activities that enhance learning.
• Communicate effectively with students, staff, families, community members, administration, and sending district personnel.
• Provide Director/Associate/ Assistant Directors with lesson plans, quarterly goals, and progress updates during scheduled times as well as upon request.

• Program Organization/Management
• Establish and maintain policies and procedures for program operation.
• Assist in the identification and implementation of program goals and objectives.
• Coordinate the planning and design of Special Education program including classroom instruction utilizing quarterly instructional goals and daily lesson plans.
• Provide instruction of students in Special Education program that promotes skill acquisition based on IEP goals/objectives and fosters independence.
• Assess performance of individual students and maintain data about student progress.
• Maintain a safe and healthy environment.
• Participate weekly in unit transdisciplinary child study meetings with the goal of providing a comprehensive instruction program to the students.
• Assume the responsibilities of state-wide testing examiner as assigned by state-wide testing supervisor in conjunction with Assistant Director(s)/Director.
• Provide for effective utilization of staff.

Model strategies and methods paraprofessionals should use with students that promote learning and engagement in activities.

Monitor paraprofessionals’ day to day work and provide feedback.

• Facilitate collaborative and cooperative relationships with the University of Saint Joseph, including providing opportunities for classroom observations and supervision of practicum students.
• Demonstrate ability to use computers for both productivity and instruction, assistive technology, and adaptive equipment that will enable students to learn and participate in the classroom.
• Instruct student in-person and online as needed

• Foundational Skills and Competencies:
• Demonstrate knowledge of how students learn and develop and how they differ in their approach to learning.
• Design and deliver instruction and vary instructional methods based on learner needs.
• Plan relevant instruction that promotes learning, gives the subject meaning and fosters independence.
• Create instructional opportunities that support students’ academic, social, and personal development.
• Assess student learning, collect and analyze data, and modify instruction as appropriate, to meet IEP goals and objectives.
• Establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success.
• Share responsibility for student achievement and well-being.
• Engage in self-evaluation of the effect of choices and actions on students and the school community.
• Practice professional conduct in accordance with the Code of Professional Responsibility for Teachers (Section 10-145d-400a of the Connecticut Certification Regulations).
• Meet the standards as detailed in the CCT Rubric for Effective Teaching 2017 and participate in CSDE Teacher Evaluation System.

• Other Responsibilities
• Perform other duties assigned by the Director or Assistant Directors or indicated within the Center’s program developmental plan.
• Continue to grow professionally by attending pertinent in-service and professional development workshops at least yearly. Attend trainings provided by Gengras staff as well as outside of Gengras both in-person and virtually. 
• Complete all mandated trainings required by USJ, The Gengras Center, or CSDE in a timely manner including Mandated Reporter Training, Health and Safety Training, PMT, and other trainings as assigned. 

Education & Experience

• Certified in Special Education; Master’s Degree in Special Education preferred.
• At least 2 years experience working with special needs students.
• Knowledge and experience in Special Education instruction.
• Knowledge of teaching skills and competencies.
• Proficient in reading, writing and mathematics.

Other Qualifications

• Physical ability to perform essential functions of the position, as noted below, with or without reasonable accommodation.

Physical Requirements

The physical requirements and description of the work environment are representative of what an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Activity

Approximate Percentage of Time Spent in this Activity

(Minimal, Some, Substantial)

1. Bending

Some

1. Climbing (e.g. stairs)

Some

1. Keyboarding

Substantial

1. Kneeling

Some

1. Lifting (indicate maximum weight)

Occasional transfer weight of young adult.

1. Reaching

Some

1. Sitting

Some

1. Standing

Substantial

1. Using Telephone

Some

1. Walking

Some

1. Other (please explain): Student Transfer/Lift/Escort.

Physical requirements may vary based on students’ needs.

Some. Gengras to provide training on transfer/lift/escort of students; weight up to young adult.

1. Other (please explain): Defending oneself from Student Aggression.

Minimal. Gengras Center to provide training.

Work Environment (a brief description)

Private special education school and the campus of the University of Saint Joseph. Field trips in the local community occur on a regular basis.