Position: Early Childhood Special Education Teacher

Campus: KE Little Elementary School

Wage/Hour Status: Exempt/Professional

Immediate Supervisor(s): Principal

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY:

• Provide students, who receive special education support services, with appropriate learning activities and experiences
• Support student learning to nurture intellectual, emotional, physical, and social growth 
• Enable students to develop competencies and skills to function successfully in society
• Follow special education regulations set forth by DISD, the state, and federal guidelines

QUALIFICATIONS:

Education/Certification:

• Bachelor’s degree from an accredited university
• Valid TX Teacher Certificate, with required endorsements or required training for subject and level assigned

• ESL certification is required no later than March 15 of the first year (if certified)

• ESL certification is required no later than March 15 of the second year (if hired while in an alternative certification program)

• Special Education Certification
• General Education Certification
• Early Childhood Certification

Special Knowledge/Skills:

• An understanding of early childhood development
• Knowledge of curriculum and instruction
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills
• Specific knowledge of special education requirements set by state and federal guidelines
• Demonstrated competency in the core academic subject area assigned

Experience:

•  One year student teaching or approved internship

MAJOR RESPONSIBILITIES: These statements are intended to describe the major purpose and responsibilities assigned to this job and are not intended to be an exhaustive list.

Instructional Strategies:

• Implement and support specially designed instruction as outlined in IEPs and special education requirements
• Develop and implement lesson plans that fulfill the requirements of the state and the district’s curriculum
• Demonstrate written evidence of preparation for all lessons
• Prepare lessons that reflect accommodations/modifications/adaptations for differences in individual needs
• Plan/use appropriate instructional/learning strategies, activities, materials, equipment, and technology that reflect an understanding of the learning styles/needs of students and present subject matter according to guidelines established by Texas Education Agency, School Board policies, and administrative regulations
• Conduct formative assessments of student learning and use the results to plan instructional activities 
• Work cooperatively with teachers to accommodate/modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP)
• Use student data to determine instructional goals, objectives, and methods according to district requirements 
• Plan and assign work to the instructional aide(s) based on the student’s needs and IEP
• Conduct observations of students for baseline and progress data
• Participate in and conduct parent conferences
• Use the technology available and appropriate for student instruction
• Participate in campus Professional Learning Communities (PLC)
• Work closely with teachers and other campus staff using campus and district data to guide instruction
• Alternative methods of instruction
• All other duties as assigned

Student Growth and Development:

• Conduct ongoing assessment of student achievement through formal and informal testing
• Gather and maintain data on student progress throughout the grading period for IEP goals and objectives
• Communicate progress to parents each grading period per their IEP
• Use the district screener or other tool to gain student performance data at the beginning, middle, and end of the year
• Work cooperatively with teachers, paras, campus administrative, and district leaders to improve instruction
• Assume responsibility for extracurricular activities as assigned
• Be a positive role model for students
• Support the mission of the school district

Classroom Management and Organization:

• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students
• Manage student behavior in accordance with the Student Code of Conduct and student handbook
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Assist in selecting books, equipment, and other instructional materials for students
• Compile, maintain, and file all reports, records, and other documents required such as attendance, grades, and data as applicable
• Establish routines and procedures that are conducive to a self-contained special education classroom for early childhood development
• Assist in upholding and implementing administrative regulations and board policy

Annual Review and Dismissal Process (ARD):

• Must be knowledgeable of the ARD process and procedures in compliance with district, state and federal guidelines
  • follow all timelines,
  • maintain accurate records,
  • participate knowledgeably and professionally,
  • disseminate information in a timely manner
• Prepare ARD documents to include PLAAFPs, IEP goals/objectives, supplements, transitions, etc.
• Gather data throughout each grading period to determine student’s progress on goals/objectives and to determine their strengths/weaknesses as well as to have documented evidence of student learning(logs, trackers, work samples, charting, etc.)
• Communicate with parents throughout the school year and each nine-week grading period for updates on IEP goals/objectives (documented evidence required)
• Collaborate with teachers/campus staff regarding information for ARDs and share the information that has been updated/changed after an ARD
• Keep records, data, tracking logs, etc as outlined in-district special education procedures and upload them into the student’s online file
• Use the district online platform for ARD preparation and documentation
• Follow all DISD A-Z operating guidelines that are relevant to the position, including, but not limited to, ECSE, Case Manager Duties, IEP Access and Implementation, Accessible Instructional Materials, Extended School Year Services, Discipline, FERPA, IEP Goals and Objectives, 10 Critical Components, Student Records, Modification/Accommodation/Specially Designed Instruction, and Documentation of Special Education

Professional Growth and Development:

• Participate in staff development activities to improve job-related skills
• Stay abreast of developments in the profession and display an openness to change and innovation
• Comply with state, district, and school regulations and policies
• Attend and participate in faculty meetings and serve on staff committees as required
• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members
• Perform any other duties as assigned

SUPERVISORY RESPONSIBILITIES:

• Direct the work of assigned instructional aide(s)
• Develop and supervise schedules and plans for the paraprofessionals that support students based on their needs
• Oversee and document completion of tasks by an assigned instructional aide(s)

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and in writing, instruct and maintain emotional control under stress
• Professional Dress:  Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  Visible tattoos will be covered at all times

EVALUATIONS:

•  Performance of this position will be evaluated annually