Life Skills Teacher

Life Skills Teacher

Reports to: Campus Principal & Director of Special Services


Exemption Status: Exempt


Dept./School: Assigned Campus


Days: Teacher Work Calendar


Pay Grade: Professional (per district compensation plan)


(172 School Year 26/27)

Primary Purpose


Provide specialized instruction and support to students with significant cognitive disabilities in a self-contained Life Skills classroom and, when appropriate, in general education settings. Develop and implement individualized instructional programs focused on functional academics, communication, social skills, daily living skills, vocational readiness, and independence in accordance with students' Individualized Education Programs (IEPs).

Qualifications

Education/Certification

• Bachelor's degree from accredited university
• Valid Texas teaching certificate in Special Education
• CPI or district-approved crisis intervention training (preferred or able to obtain upon employment)

Special Knowledge/Skills

• Knowledge of IDEA, Texas Education Code, and special education procedures
• Knowledge of intellectual disabilities, autism spectrum disorders, and multiple disabilities
• Knowledge of functional curriculum, adaptive behavior, and transition planning
• Ability to develop and implement individualized instruction aligned to IEP goals
• Knowledge of assistive technology and augmentative communication systems (AAC)
• Strong classroom management and organizational skills
• Ability to supervise and direct paraprofessionals
• Strong collaboration and communication skills
• Ability to assist with personal care needs (feeding, toileting, hygiene)

Experience

• Experience teaching students with significant cognitive disabilities preferred
• Experience in a self-contained setting preferred

Major Responsibilities and Duties

Instructional Planning and Delivery

1. Develop and implement individualized lesson plans aligned with students' IEP goals.
2. Provide instruction in functional academics, communication, social skills, and daily living skills.
3. Modify and adapt curriculum to meet individual learning needs.
4. Provide community-based instruction and vocational training opportunities when appropriate.
5. Utilize research-based instructional strategies and data-driven decision-making.
6. Integrate assistive technology and AAC systems as appropriate.

IEP and ARD Responsibilities

1. Participate in ARD committee meetings.
2. Develop measurable annual IEP goals aligned with evaluation data and student needs.
3. Monitor and document student progress toward IEP goals.
4. Collaborate with ARD committee members regarding placement, services, and transition planning.
5. Support development of transition services beginning at age-appropriate levels in compliance with state and federal requirements.

Behavior and Classroom Management

1. Develop and implement Behavior Intervention Plans (BIP) as needed.
2. Maintain a structured, safe, and supportive learning environment.
3. Support students with self-regulation and social-emotional development.
4. Implement de-escalation strategies and crisis intervention procedures as trained.

Collaboration and Consultation

1. Supervise and direct paraprofessionals in instructional and behavioral supports.
2. Collaborate with general education teachers to support inclusion opportunities.
3. Work with related service providers (SLP, OT, PT, counselor, etc.) to coordinate services.
4. Communicate regularly with parents regarding student progress and concerns.
5. Coordinate with community agencies and vocational programs when appropriate.

Compliance and Documentation

1. Maintain accurate documentation of student progress, services, and data collection.
2. Ensure compliance with state and federal special education regulations.
3. Assist with state assessments and alternate assessment requirements.

Professional Responsibilities

1. Participate in professional development related to special education and transition services.
2. Comply with district policies and administrative procedures.
3. Maintain confidentiality of student information in accordance with FERPA.

Supervisory Responsibilities


Supervise assigned paraprofessionals and instructional aides in the Life Skills classroom.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment


Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting


Motion: Frequent walking


Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment


Environment: Work inside; may work outside; regular exposure to noise; exposure to biological hazards


Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours