Teacher - Special Education

Special Education Teacher - Severe Needs (Behavior Interventionist, Emotionally Disturbed, & Autism)

The primary function of a special education teacher is to deliver the district curriculum in multiple ways that promotes student learning and achievement while accounting for the special and diverse needs of special education students.

Essential Duties and Responsibilities

• The teacher is responsible for the organization and structure of his/her assigned classroom
• The teacher works collaboratively with other teachers, instructors, coordinators, and administration to support the overall needs of the students.
• Plans and supervises the classroom schedule.
• Development and implementation of curriculum plans.
• Coordinating the roles of paraprofessionals, cooperating teachers and others assigned to the classroom.
• Facilitates the development of new skills with assigned paraprofessionals.
• Coordinates the schedules of all ancillary personnel involved in the classroom.
• Keeps open and ongoing communication with each child's case manager and the other interdisciplinary team members.
• Identifies needed materials and equipment pursuant to educational plans.
• Direct supervision of paraprofessionals assigned to the classroom.
• Responsible for the education of each student consistent with the goals and objectives of the IEP (implementation of the IEP).
• Ongoing assessment of each students functioning level.
• Writes student IEP Goals and benchmarks.
• Completion and distribution of progress notes, detailing each students progress towards meeting their IEP goals.
• Participation in meetings, IEP meetings, clinics, in-services, and professional development.
• Implementation of all required activities/testing/reporting of MCAS, as directed by state guidelines, regulations and district protocols.
• Development of communication systems for each child with guidance of a consultant as needed. Maintaining ongoing communication with each student's parent/legal guardian regarding his or her educational needs and progress.
• Regular meetings with consultants that serve the program.
• Regular meetings with ancillary personnel involved with each child.
• Regular communication with nursing staff to ensure sound practices and to gain knowledge of the student's continually changing medical status.
• Physical management of students educational and personal care needs including lifting, positioning and changing.
• Cooperation and flexibility to work with other departments for smooth transitions for the individual going from one department to another.
• Attends and participates in continuing educational programs.
• Communicates with the parents, medical, nursing, educational and other disciplines/program consultants. Maintains a liaison with the students, their families, support personnel, and other agencies to assure the student's needs are continually met.
• Workday may include providing limited personal care to students.
• Duties may involve being on one's feet for extended periods of time.
• Counsels students when adjustment and academic problems arise and refers students to other services as needed.
• Other duties as assigned by the principal, administration, or the superintendent of schools.

Instruction

• Prepares class objectives and outlines that align with the district approved curriculum.
• Prepares, administers, corrects and analyzes student assessments.
• Utilizes the conclusions derived from assessment analysis in developing lessons.
• Instructs students on rules of conduct and expected behaviors.
• Manages his/her class as well as other students wherever those students may be located whether on campus or off campus events.
• Regularly informs parents or guardians of their students' academic performance and behavior.
• Maintains records, attendance and grades as required by school.
• Plans, organizes and delivers differentiated instruction in an appropriate manner consistent with district curriculum.
• Provides timely feedback to students, parents, and guardians on evaluations.
• Use appropriate techniques and strategies that promote critical, creative, and evaluative thinking skills.
• Strives to maintain a learning environment that is both physically and emotionally safe. Effectively and regularly communicates with fellow staff members and school administration.

Administration

• Assist in the communication and enforcement of federal and state laws and regulations as well as district policies and procedures.
• Works cooperatively with school administration, staff, and special education.

School/Community Relations

• Respects students, parents, guardians and community.
• Assists parents with questions and concerns.
• Maintain professional relationships with students, parents and guardians.
• Respects and embraces students of diverse backgrounds and experiences.

Operations

• Assist in the protection of students and property.
• Assists Principal or Vice Principal in fire and other emergency drills.
• Assists the Principal or Vice Principal in the management of students e.g. dismissal, field trips, etc...

Professional

• Maintains a high level of personal integrity, confidentiality and a strong work ethic.
• Participates in district professional development

Required Minimum Qualifications

1. Bachelor's Degree or Master's degree from an accredited college or university.
2. Licensed by the Massachusetts Department of Education
3. Must be restraint certified or willing and able to become restraint certified

ADA & Minimum Qualifications to Perform Essential Job Functions

• Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Must be able to stand, crouch and bend over for a long period of time at intervals throughout the day. Must be able to be trained and certified in child restraint and must be able to physically perform restraints.
• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
• Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
• Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
• Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting and marketing terminology.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
• Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
• Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations