Special Education Resource Teacher

Resource Teacher

This position is eligible for a one-time stipend of $2,000 during one's initial year of teaching in Warren.

MSD of Warren Township New Teacher Starting Salary Schedule

Step/Years of Bachelor's Master's Experience (YOE)

Step 1/0 YOE $50,800 $51,800 Step 2/1 YOE $50,950 $51,950 Step 3/2 YOE $51,800 $52,850 Step 4/3 YOE $52,600 $53,850 Step 5/4 YOE $52,850 $54,100 Step 6/5 YOE $53,100 $55,147 Step 7/6 YOE $53,426 $56,129 Step 8/7 YOE $54,086 $57,120 Step 9/8 YOE $54,746 $58,111 Step 10/9 YOE $55,406 $59,974 Step 11/10 YOE $56,646 $61,837 Step 12/11 YOE $57,886 $62,769 Step 13/12 YOE $59,126 $63,700 Step 14/13 YOE $60,366 $65,563 Step 15/14 YOE $61,606 $67,426 Step 16/15 YOE $62,662 $69,012 Step 17/16 YOE $63,718 $70,598 Step 18/17 YOE $64,991 $72,184

The Superintendent or designee will consult with the WEA on specialized or difficult to fill teaching positions that may require a unique salary placement for certain new hires on the New Teacher Starting Salary Schedule.

JOB TITLE: Resource Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the "Teachers" salary schedule, and is eligible for benefits on the "Teachers" benefits schedule.

REPORTS TO: The Teacher reports to the Building Leader and/or Designee.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher's classroom for that given period of time.

SUMMARY: As an Resource Teacher is responsible for providing specialized education and support services to Resource students in the PreK-12 educational setting. The Resource Teacher will work collaboratively with students, families, and school staff to ensure that students receive the necessary accommodations and resources to achieve academic and functional success.

Essential Functions

1. Assessment and Individualized Planning

• Conduct comprehensive assessments of students' educational needs. Work with the school psychologist and other team members to complete comprehensive evaluations of students when necessary.
• Develop and implement Individualized Education Plans (IEPs) tailored to each student's specific needs and learning goals.
• Collaborate with other educators, specialists, and families to ensure coordinated support and services.

2. Instructional Support

• Provide direct instruction to students using specialized techniques and materials.
• Adapt and modify curriculum content to meet the needs of students.
• Teach skills related to daily living, mobility, and independent functioning.
• Provide accommodations students need to participate in their instruction. Provide training and support to students and staff on these accommodations and supports.

3. Resource Development and Collaboration

• Develop and adapt instructional materials and resources to accommodate Resource Students.
• Work with educational teams to integrate assistive technology and accessible learning resources into the curriculum.
• Collaborate with classroom teachers to ensure inclusive practices and accessibility.

4. Consultation and Advocacy

• Advocate for necessary accommodations and services to support students' educational and developmental needs.
• Maintain records (finalizing conferences, ensuring timelines are met, etc.).

5. Progress Monitoring and Evaluation

• Monitor and assess students' progress towards IEP goals and objectives.
• Provide ongoing feedback and recommendations for adjustments to instructional strategies and accommodations.

6. Family Engagement and Support

• Communicate regularly with families to share student progress, strategies, and support needs.
• Collaborate with families to reinforce skills and strategies for promoting independence at home and in the community.

7. Core Professionalism

• Responsible for timely and accurate information be maintained as part of your role.
• Maintains proficiency in current technology, supported by the District.
• Ensures confidentiality.

NON-ESSENTIAL FUNCTIONS

1. Performs other duties as assigned by the Building Leader and/designee.

ENTRY LEVEL REQUIREMENTS

1. EDUCATION/TRAINING: Bachelor's or Master's degree in Special Education with a specialization in Resource Education or related field.

2. CERTIFICATIONS &/OR LICENSES: Valid teaching license with endorsement in Resource Education (or willingness to obtain).

3. EXPERIENCE: Satisfactory completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Teacher's License. Other preferred qualifications are: a. Experience working with students with visual impairments or blindness in an educational setting. b. Experience with braille and other adaptive technologies. c. Strong communication, collaboration, and problem-solving skills. d. Certified Orientation and Mobility Specialist preferred, but not required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of Resource Teacher primarily involve talking to, listening to, and interacting with students. Physical movement throughout the school building and classroom to assist students with mobility and orientation training in the school and community.

This job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (20-50 pounds).

However, this job does not require heavy lifting or other physical abilities often associated with manual labor.

This job also requires the ability to travel between school sites and student homes as needed.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

SENSORY REQUIREMENTS: The ability to communicate verbally in person/virtually, is very important.

The ability to present instructional lessons and to explain ideas in ways that are readily and fully understood by students is very important. Monitoring student behavior may require visual and/or auditory perception and discrimination.

ENVIRONMENTAL FACTORS: Tasks are regularly performed without significant exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluations of Professional Personnel.

Approved by: _________________________________________________________ Date: _________