ADAPTIVE PE TEACHER

Job Description

Job Description

ST. COLETTA OF GREATER WASHINGTON CLASS SPECIFICATION

ADAPTIVE PE TEACHER

Definition

Under the direction of the School Systems Specialist, the incumbent is responsible for designing and implementing age-appropriate motor/leisure programs for students with intellectual disabilities, autism, and/or multiple disabilities. Duties include providing quality adapted physical education activities with appropriate accommodations, modifications, and adaptations to make each activity accessible to students and to improve their gross motor skills. Taking into consideration each student’s individual communication needs is essential. Train classroom staff to support their students during physical education activities. Essential duties require the ability to keep up with running students and or to lift or assist with lifting a student. An important aspect of the job is gaining general knowledge of and implementing the assigned student’s Individual Education Plan (IEP) goals and objectives.

In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.

Other Performance Measures:

Successful performance on the job requires following safety guidelines and policies to reduce accidents or injury to self or students, school dress standards, proper attendance and leave policies, and compliance with other policies set forth in the Employee Handbook. Creativity, initiative, and effective problem-solving are also important to the success of the incumbent. Attend and participate in weekly team, staff, and development meetings; read and accept responsibility for weekly staff notes and all policies and procedures. Complete all paperwork accurately and timely. Perform bus duty detail as assigned. Support the overall school mission through volunteer opportunities and contribute to the smooth operation of the school day.

Examples of Essential Functions

• Adapt and provide physical education activities as appropriate for all students; interfacing with theme-based teaching opportunities as appropriate.
• Evaluate each student’s gross motor progress and prepare assessment reports, both formal and informal.
• Research, order, and provide adaptive PE equipment and assistive technology.
• Ensure the use of students augmentative/alternative communication systems.
• Schedule physical education classes and/or opportunities for Special Olympics for all students; coordinate supports for Special Olympics with the Special Olympics coordinator.
• Participate in the Special Olympics committee, attending meetings, tournaments, and trainings as appropriate.
• Serve as Special Olympics coach, requiring eight (8) weeks of Special Olympics coaching in the evening hours, outside the normal school day.
• Assist with the care and use of the hydrotherapy pool in accordance with prescribed training.
• Provide written communication to parents regarding the physical education program provided to students.
• Ability to establish and maintain effective work relationships with parents, teachers, classroom staff, therapists, and other school staff.
• Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing, and/or pulling of objects and materials of moderate weight (45 lbs.).
• Ability to lift and position students with physical disabilities.
• Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, campus, etc.
• The ability to keep up with running children and or to lift or assist with lifting students is essential.
• Maintain the confidentiality of the parent, student, and staff personal identifiable information.
• Other duties as assigned, such as coordination of the swimming program and bus duty.

Required Qualifications:

• Knowledge of assessment and goal writing for the pediatric population with neurological and muscular disorders.
• Knowledge of the positioning and equipment needs of the student population.
• Ability to assess the physical motor needs of students and plan appropriate instruction programs.
• Ability to effectively plan, develop, and implement appropriate adaptive physical education activities.
• Ability to include all students while addressing their individual needs.
• Ability to accurately complete required reports promptly.
• Ability to establish and maintain effective communication with therapists, teachers, classroom staff, parents, and students.
• Ability to foster an open teaching relationship with therapists, teachers, and classroom staff.
• Requires strong interpersonal skills and the ability to communicate verbally and in writing.
• Successful completion of the required training courses within a specified period of time
• Tuberculosis screening to ensure no significant risk to the health and safety of others.
• Successfully passing a criminal background investigation and pre-employment drug screening.

Examples of Knowledge, Skills, and Abilities

• Knowledge of methods, materials, practices, procedures, and programs in the field of special education, and specifically in the area of adaptive physical education.
• Knowledge of related laws, regulations, and policies.
• Ability to maintain a safe environment for students and staff.
• Ability to communicate effectively with students, parents, teachers, and staff.
• Ability to interpret and follow instructions furnished verbally, in writing, diagram, or schedule form.
• Ability to read and follow safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence using English grammar and spelling.

Sensory Requirements

Most tasks require visual perception and discrimination. Some tasks require oral communication ability. Some tasks require the ability to perceive and discriminate sounds.

Minimum Acceptable Education and Experience :

Bachelor’s degree in adaptive physical education, physical education or related field; prior experience working with students with intellectual disabilities, autism, multiple disabilities and challenging behaviors is preferred. CPR Trainer Certification is a plus.

School Hours of Work - 7:50 AM to 3:10 PM – Wednesday

7:50 AM to 4:00 PM – Monday, Tuesday, Thursday, Friday