Special Education Teacher Elementary (Temporary)

Special Education Teacher - Elementary

The Special Education Teacher promotes and develops successful learning for students who are eligible for IDEA services, manages an assigned caseload, provides academic and behavioral skills instruction in a resource and/or inclusive classroom, maintains regular communication with those students, their parents, and appropriate staff members, and is responsible for development, revision and implementation of IEP's. Additionally, the Special Education Teacher is responsible for monitoring and supporting instruction of students in a variety of learning environments and collaborating with general education teachers to allow for meaningful inclusion in the mainstream classroom. The Special Education Teacher reports to the Director of Student Services or Designated Administrator and does not supervise any employees.

Essential Responsibilities

• Develop and write specific programs and schedules for special education students, including in the regular classroom
• Support the regular classroom and special education staff in the development of the student's Individualized Education Plan
• Provide specially designed instruction using evidence-based curriculum
• Consult with and support classroom teachers and assistants in carrying out and modifying programs and data collection systems. Provide necessary training to staff in the instruction and managing of special education students
• Work with other specialists (SLP, motor team, Mental Health Specialist, ASD Specialist, School Psychologist) to develop appropriate services for students and help classroom staff implement these services
• Plan and implement service delivery models including individual and small group and classroom settings
• Create an environment and provide instruction which engages students and enhances learning
• Complete IDEA paperwork required in specified time and manner for students on caseload
• Implement curriculum to meet the needs of students' Individualized Education Plan
• Implement a program approved classroom monitoring system, i.e., providing an environment where students learn lagging skills, with a particular focus on skills needed to be Safe, Respectful and Responsible
• Communicate expectations, monitor and reinforce student behavior positively to facilitate learning
• Develop and implement behavior plans as aligned with program model
• Provide direct instruction, assistance, and professional guidance to classroom instructional staff and support staff
• Maintain open communication with students, parents, and home school personnel by devising a regular system for communication
• Treat students with courtesy, personal dignity, confidentiality, and advocates for their needs
• Meet with staff in team meetings to formulate intervention strategies to address student needs
• Maintain weekly lesson plan schedule for students
• Provide therapeutic de-escalation, crisis management and physical intervention, according to OIS training, as needed to maintain safety of the program

Other Responsibilities

• Understand and adhere to all mandatory reporting laws and reports to administrator (or designated substitute) all suspicions of potential abuse, neglect, self-harm and/or endangerment of others
• Maintain consistent and predictable attendance to meet the requirements of the position
• Participate in various meetings for the purpose of receiving information or sharing information and expertise with students, colleagues and parents/guardians
• Confer regularly with immediate supervisor
• Perform other duties as assigned

Minimum Qualifications

Education and Experience

• Oregon Teaching License with Handicapped Learner Endorsement
• Experience in coordinating, supporting and instructing multiple classified staff members
• Experience and training in delivering direct instruction, behavioral and academic programs for students on the autism spectrum
• Experience in designing and implementing functional routines with embedded communicative opportunities for students with developmental disabilities

Skills

• Computer Skills: word-processing skills, including using Google suite programs
• Excellent interpersonal communication skills

Knowledge

• Knowledge of and experience working with students with developmental disabilities and behavioral concerns.
• Extensive knowledge and ability to fulfill IDEA requirements
• Knowledge and training in Special Education law and best practice
• Knowledge and experience developing and implementing behavior intervention plans, communications systems and implementing positive behavior supports.
• Knowledge of Oregon laws and school reform
• Knowledge of Special Education law, regulations, ECSE, ESY, SPR&I
• Knowledge of behavioral best practices
• Knowledge of instructional best practices (literacy, life-skills, core curriculum)

Abilities

• An understanding of grade-level curriculum and instructional techniques that will promote successful academic growth for individuals with disabilities
• Ability to problem-solve ongoing instructional challenges, give clear direction to staff and students, as well as provide programmatic material and guidance to students and staff
• Ability to effectively work and communicate with students, parents and school personnel from diverse cultures or backgrounds in English, Spanish, or other languages related to the job
• Maintain integrity of confidential information relating to students, staff or district patrons; ability to maintain accurate and complete records
• Relate to students with mutual respect while carrying out a positive and effective program; ability to work affably with others
• Works as a team member, communicates effectively both orally and in writing

Physical Requirements for Essential Responsibilities

1. In an eight-hour day employee may:
2. Stand/Walk [ ] None [ ] 1-4 hrs [ ] 4-6 hrs [X] 6-8 hrs
3. Sit [ ] None [ ] 1-3 hrs [ ] 3-5 hrs [X] 5-8 hrs
4. Drive [ ] None [X] 1-3 hrs [ ] 3-5 hrs [ ] 5-8 hrs

1. Employee may use hands for repetitive:

• [X] Single Grasping [X] Pushing and Pulling [X] Fine Manipulation

1. Employee may use feet for repetitive movement as in operating foot controls :

• [ ] Yes [X] No

1. Employee may need to:

• Bend [X] Frequently [ ] Occasionally [ ] Not at all
• Squat [X] Frequently [ ] Occasionally [ ] Not at all
• Climb Stairs [ ] Frequently [X] Occasionally [ ] Not at all
• Lift [ ] Frequently [X] Occasionally [ ] Not at all

1. Lifting:

• [ ] Sedentary Work: Lifting 10 pounds occasionally with frequent sitting and occasional standing/walking.
• [ ] Light Work: Lifting 20 pounds occasionally with occasional sitting and frequent standing/walking.
• [X] Medium Work: Lifting 50 occasionally, 25 pounds frequently with occasional sitting and frequent standing/walking.
• [ ] Medium Heavy Work: Lifting 75 pounds occasionally, 35 pounds frequently with occasional sitting and frequent standing/walking.
• [ ] Heavy Work: Lifting 100 pounds occasionally, 50 pounds frequently with occasional sitting and frequent standing/walking.

Workplace Expectations

• Work effectively with and respond to people from diverse cultures or background
• Demonstrate professionalism and appropriate judgment in behavior, speech, and dress in a neat, clean, and appropriate professional manner for the assignment and work setting
• Confer regularly with immediate supervisor
• Follow all district policies, work procedures, and reasonable requests by proper authority

Work Environment

While performing the duties of this position, the employee may be required to physically interact with students who are aggressive, emotional and/or unpredictable in their reactions. The employee may be exposed to outside weather conditions. The noise level in the work environment is usually moderate, but occasionally may be very loud. The work environment may be fast paced and emotionally demanding.

The Forest Grove School District is an equal opportunity employer and provides services to the public on an equal opportunity basis and does not discriminate in employment or the provision of public services on the basis of race, color, religion, sex, sexual orientation, gender expression, gender identity, national origin, age, disability, political affiliation or belief, citizenship or marital status.

Persons having questions about equal opportunity and nondiscrimination should contact