Special Education Teacher

The Special Education Teacher plans and provides appropriate learning experiences for students in a variety of educational settings. They are responsible for creating and guiding a learning environment that provides specialized instruction, such that the students benefit from the curriculum and classroom structure to the greatest extent possible, with input from a variety of other team members in a collaborative manner. This position leads the development and delivery of the Individualized Education Plan and progress reporting on defined student goals and objectives. ESSENTIAL FUNCTIONS Employs special educational strategies and techniques during instruction to improve the development of the student as defined in the Individualized Education Plans (“IEP”) Plans the instructional and staffing arrangement and assignments within the classroom for the school day as well as long term classroom instructional planning Adapts classroom work to provide students with instructional materials that address the IEP within established lesson plans, and differentiate individualized needs within group learning contexts Administers developmental testing programs and subject specific assessments for the purpose of assessing student competency levels and/or developing the IEP Teaches socially acceptable behavior, as determined by the student’s IEP and treatment plans, by employing techniques of Applied Behavior Analysis Assesses and creates data collection systems to collect data and update student programs routinely for meaningful progress for each learner Implements curriculum (academic, social) within the classroom with fidelity and facilitates the training of classroom staff with teacher programs and academic curriculum Provides direct supervision of the direct support behavioral services classroom staff (LBT, BT, and EBS) in conjunction with the Behavior Consultants and Program Coordinators Provides coaching to all team members in a supportive and collaborative manner and receives and implements coaching and feedback Collaborates with instructional staff, other school personnel, parents, and a variety of a community resources to improve the quality of student outcomes and achieve established classroom objectives Maintains accurate and complete student records (attendance, special education paperwork, etc.) and prepares reports, as required by laws, organizational policies, and administrative regulations Monitors students in a variety of educational environments (e.g. classroom, campus locations, community outings, transition back to LRE, etc.) to provide a safe and positive learning environment Completes other duties as assigned SUPERVISORY RESPONSIBILITY This position co-supervises the direct support behavioral services classroom staff. PHYSICAL DEMANDS The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. The following positions or movements are typical of the job: sitting, walking, standing, reaching, pushing, pulling, lifting, stooping, kneeling, and crawling, often for extended periods of the workday. The position requires that an individual be able to learn new tasks quickly and effectively. Job requirements may change frequently. The ability to understand and carry out detailed, involved, instructions is mandatory. The incumbent must be able to travel to multiple locations as needed, when needed to conduct organizational business. Subject to inside environmental conditions. EXPECTED SCHEDULE This is a full time position with a 40 hour per week expectation unless otherwise agreed upon by management, the department needs, and the student calendar. Position follows the 205 student school day calendar (RSY and ESY) in addition to 13 days of professional development. In addition, position must attend one Back to School Night. MINIMUM QUALIFICATIONS Bachelor’s degree in an education-related subject required Special Education Certification from the Commonwealth of PA required Continuing education and certification requirements required Satisfactory completion of Safe and Positive Approaches Training required Successful completion of all pre-employment requirements KNOWLEDGE AND SKILLS Master’s degree in Special Education highly desired Minimum 1-3 years of experience directing other people within a small work unit preferred Experience working with individuals with Autism using principles of ABA highly desired CPR and First Aid Certification highly desiredDemonstrates strong leadership abilities and organizational skills Effectively manages multiple priorities, projects, and deadlines Problem solves in a positive manner to analyze issues and create action plans #J-18808-Ljbffr