Special Education Teacher Position | Public Charter School

Special Education Teacher
Develops and implements an instructional program which meets the needs of students with disabilities.
EDUCATION/CERTIFICATION - Bachelor's degree. Certification in area(s) of special education. Valid Louisiana Teaching Certificate. Special Education Competencies : A Special Education teacher is required to plan and implement specially designed instruction to meet the unique needs of a student with disabilities.
Adheres to all local, state, and federal regulations regarding provisions of services to students with disabilities;
Plans, develops, and implements an Individual Education Plan for all students at least annually with appropriately constituted IEP team;
Delivers each student's IEP services in collaboration with other SPED teachers, paraprofessionals, general education teachers, and other service providers as appropriate;
Compiles a progress report to be sent home at the end of each grading period with the student's report card to inform parents of students' progress toward established IEP goals;
Completes all reports and required paperwork accurately and in a timely manner as required by local, state, and federal guidelines.
National Institute for Excellence in Teaching (NIET, 2011) teaching skills, knowledge, and professionalism performance standards will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Ascension Parish Public School System's accountability measures as outlined in the Louisiana Accountability System.
Designing and Planning Instruction : Instructional plans are based on extensive content knowledge and understanding of students and are designed to engage students in significant learning. All aspects of the plans - instructional outcomes, learning activities, materials, resources, and assessments - are in complete alignment and are adapted as needed for individual students. Written lesson plans represent the appropriate content, provide opportunities for student involvement in the learning process and assess student progress effectively. Measurable and explicit goals aligned to state content standards.
Activities, materials, and assessments that are aligned to state standards.
Logical sequencing building on student's background knowledge and sub-objectives.
Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.
Teachers serving students with significant disabilities will address extended standards and assess students using the LAA1 instrument.)
Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.
Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher-student and student-student interactions demonstrate caring and respect for one another.
Classroom physical arrangement is organized and understandable to all students allowing easy and ready access to supplies, equipment, and resources.
Activities and assignments are of high quality, and teacher and students make productive use of assessments. Assessment strategies are integrated into instruction in order for the teacher to demonstrate flexibility and responsiveness to the needs of all learners. Instructional approach shifts easily when the situation demands it. Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated. Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued and learning is personally meaningful and/or relevant to students.
Instructional content is presented through the use of visuals with examples, illustrations, analogies, and/or labels leading to student mastery of specific skills in a more efficient manner.
Lesson is effectively segmented so that sufficient time is allocated to all parts of the lesson to best support student learning - a clear beginning, middle, and end with time for reflection.
Variety of materials and activities, clearly aligned to objectives, is utilized to address various learning styles and intelligences.
Frequent, purposeful and coherent questioning is varied and high quality, providing a balanced mix of question types that require active responses from students.
Specific and timely academic feedback supports student learning as opposed to informing students of the accurateness of their responses. Instructional grouping of students consistently maximizes student understanding and facilitates opportunities for students to set personal goals, reflect on, and evaluate their learning.
Strong content knowledge is demonstrated by connecting the content being taught to other ideas and concepts. Utilization of subject-specific instructional strategies enhances student content knowledge.
Teacher knowledge of students is evident and differentiated instructional methods ensure students have the opportunity to master what is being taught.
Ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for record keeping and communication, leadership roles in both school and district projects. Demonstrates ownership for professional development activities and accepts responsibilities contributing to school improvement. Seeks out opportunity for professional development and makes a systematic effort to conduct action research through professional learning communities (PLC).
Prompt, prepared, and participates in PLCs using student work to enhance and improve personal proficiency.
Seeks out feedback on teaching from both supervisors and colleagues.
Challenges negative attitudes or practices to ensure that all students are honored, both emotionally and academically, in the school and throughout the district.
Accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:

Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher

Supervision
Supervision of students when students are on or off campus at a school related/sponsored event
Supervision of students prior to school and/or drop-off, when assigned
Supervision of students in the classroom
Supervision of students between classes, during recess/intermission, during lunch, assemblies
Supervision of students after school and/or pick-up, when assigned

Attend faculty, staff, and department meetings
Attend training sessions
Attend parent-teacher conferences
Attend back-to-school and open-house events
Attend graduation
Attend school board/committee meetings, upon request

Attend/work concessions/gates of no more than 15 athletic events per school year as requested by the principal or designee
The Ascension Parish School Board reserves the right to change this description at its discretion.