Special Education Long Term Substitute Teacher

Special Education TeacherReports to: Building Principal and Special Education Coordinator (Evaluators)Qualifications:Master's Degree in Special Education (preferred) Massachusetts License as a Special Education Teacher (Moderate) Strong Collaboration/Consultation skills Excellent organization and multi-tasking skills Excellent communication and presentation skills - both oral/written Extensive knowledge/experience teaching Reading, Written expression and Mathematics to disabled students (preferred)General Areas of Responsibility:To improve the skills of students with disabilities through direct teaching using a variety of instructional methods and in a variety of settings To evaluate students to determine eligibility, as well as ongoing progress monitoring To consult with other teachers and staff members regarding the educational needs and programs for assigned students with disabilities To provide information to parents, both oral and written, regarding their child's disabilities, educational program, and progress To direct paraprofessional staff in the program implementation and monitoring of special education programs with various studentsSpecific Job Tasks:To teach students, in small groups, individual, and large group situations, in a variety of subjects and in different settings, i.e.: general education class, resource room, substantially separate classroom, multi-purpose areas/rooms of the school, with an outcome of improved student performance in identified areas. To work collaboratively with other special education teachers, general education teachers, special education paraprofessionals, and therapists to ensure information is shared in a timely fashion and to ensure coordination of efforts/programs for individual students. To evaluate students to determine special education eligibility, using appropriate instruments (using district defined protocols), writing comprehensive and thorough evaluation reports that clearly synthesizes and communicate findings to parents and other professionals, and to do so within the district and DESE defined time lines. To provide supervision and direction to paraprofessionals regarding individual student needs, specific program implementation including techniques and strategies to ensure students are receiving the optimal support; to maintain documentation regarding paraprofessionals' performance and response to supervision. To observe designated students in a variety of settings for purposes of evaluation (using designated forms/templates), data collection and to provide consultation to educational team members. To fully prepare for and participate in Team meetings, including providing specific detail and data regarding student progress and to develop or revise IEPs, using district determined software program, and to do so according to specified timelines. To collaborate with pertinent professionals in order to write specific, comprehensive and accurate progress reports, which meet dictated by district/regulatory descriptions and timelines/schedules. To administer and summarize interim assessment data/information to document student progress and to inform district administrators regarding ongoing and/or changing student needs. To provide information to district administrators for program planning, budget development, and staffing needs/deployment, as needed during the year. Any/all other duties assigned by the Building Principal and/or Special Education Coordinator/Administrator to assist students and/or contribute to the smooth operation of the school.Compensation/Work Year: Salary/benefits and work year to be determined in accordance with the collective bargaining agreement.Other: Special Education teachers provide direct instruction, are engaged in consultation with other professionals or parents, and complete various paperwork requirements for students with disabilities throughout the week. All of the students assigned to a special education teacher for supervision/monitoring/and instruction are students with disabilities. Given the various types of students' needs/disabilities, programs are created and revised annually, based upon the evolving students' needs within a building and/or district. Teachers will be expected to work with students with various disability types, including Learning Disabilities, Emotional/Behavioral Disabilities, Intellectual/Developmental Disabilities, Autism Spectrum Disorders, Neurological, Physical, Communication, Health, etc. Special education teachers work with students either in Preschool (ages 3-5), Primary schools (ages 5-9), or at our intermediate schools, (ages 9-13). Massachusetts license should be either: Moderate Disabilities (grades PK-9) Intensive Special Education (all ages) Physical Demands:-Consistent attendance, start/end times of the work day consistent with teachers' contract -On feet and moving around/between classrooms, between desks/work areas frequently -Able to sit in low/child size seats and instruct/work with children at tables/desks built for students' size -Vision/Hearing demands include: - Read various types of materials/documents, typically 12 point font - Classrooms lit by overhead fluorescent lights - Natural light controlled by standard shades or blinds - Read information on computer; type reports, enter information into special education software program and/or word-process - Classrooms range from quiet work areas to busy, noisy environments with several groups talking amongst themselves concurrently - Able to distinguish phoneme sounds (for those teaching reading/decoding) -Cognitively able to multi-task, read/interpret complex, technical information regarding student needs, write comprehensive reports -Clearly communicate verbally with colleagues, aides, administrators, and parents -Able to lift 25 pounds -Able to reach across tables to assist students -Given proper training, able to administer physical restraint with students up through grade six