7896- Special Education District Wide ASSET Teacher

JOB TITLE: Special Education District Wide Teacher
DUTY DAYS:   195   
PAY GRADE:   T07/T08
SALARY SCHEDULE:  Click for Salary Schedule
 
PRIMARY PURPOSE:

• Provide overall support and training to campus specialized program staff and support personnel.
• Provide support to the student with disabilities in the specialized program classroom

 
QUALIFICATIONS:
 Certification/Education:

• Special Education Teacher Certification
• General Education Core Subject Area (EC-3, Early Childhood-6, Core 4-8 and/or HS subject(s))
• Reading Academy and/or STR Certification (preferred)

  Special Knowledge/ Skills/Experience      

• Knowledge of evidence based positive behavior Support strategies and ability to model and communicate strategies to district personnel
• Ability to work with student behavior needs on an individual basis, i.e. applying evidence based strategies for different subgroups of students such as students with autism, intellectual disabilities, emotional disorders, etc. and coach stakeholders in regards to effective intervention(s)
• Ability to identify areas for intervention both class-wide and individually and effectively collaborate with stakeholders regarding action step(s) and/or plan
• Effective communication and interpersonal skills with all stakeholders including teachers, students, parents, related services, evaluators, administrators, etc.
• Excellent organizational skills
• Knowledge of prevention and intervention strategies, including behavior management interventions
• Knowledge of social development
• Strong consultation skills for conferencing with teachers, parents, and students
• CPI certification

 MAJOR RESPONSIBILITIES AND DUTIES:

• Participates as a member of the educational team to design appropriate programs for students with disabilities.
• Coaches and models development of goals and objectives, data collection, and behavior intervention plans and makes recommendations for intervention and support.
• Plans, conducts, and/or assists with staff development programs for classroom teachers, individual schools or district-wide personnel.
• Assists school administrators, faculty, and other special service personnel in supporting students through transition into new education placements.
• Participates in the ARD meetings when appropriate.
• Communicates effectively with students, professional staff, parents, and community in a positive manner.
• Provides consultation to meet the educational, vocational, and personal-social needs of students with disabilities.
• Serves as a resource person for parents on problems affecting the educational, physical, emotional, and social growth of students with disabilities when appropriate.
• Works collaboratively with Specialized Program Specialists and classroom teachers in developing and supporting students with disabilities throughout the school district.
• Works cooperatively with staff to provide information concerning student needs.
• Provides research-based training and support to campus staff in the area of behavior intervention for students with disabilities.
• Assist campus staff in the development and implementation of data collection to support IEP goals and objectives for students with disabilities.
• Observes students in school, community, and home as appropriate.
• Meets and consults with parents to help them independently implement strategies in the home and/or community.
• Consults with students, parents, and staff concerning issues related to programming for students with disabilities.
• Participates in in-services/training programs.
• Attends workshops and participates in professional growth opportunities. Provides professional development as needed
• Provides professional development as needed
• Performs other duties as may be assigned by the Executive Director of Special Education

WORKING CONDITIONS:
 
 Mental Demands:

• Effective verbal and written communication; concentration while performing duties; ability to maintain professionalism and control under stress

 Physical Demands/Environment Factors:

• Frequent standing, stooping, bending, and kneeling, pushing and pulling; regular heavy lifting of students. Needs reliable transportation to work across the district.