Position:  SEALS 18+ ILS  Special Education Teacher

 

Campus: Dickinson High School

Wage/Hour Status: Exempt

Immediate Supervisor (s): DHS Campus Principal 

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

 

POSITION SUMMARY:

• Provide special education students, who have completed their high school credits with independent living skills, learning activities, vocational and other life experiences designed to help fulfill their potential for intellectual, emotional, physical, occupational and social growth
• Oversee support services to students
• Direct the work of instructional assistants and volunteers in the classroom
• Develop or modify curricula and prepare lessons and other instructional materials for a wide range of student ability levels

 

QUALIFICATIONS:

 

Education/Certification:

 

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate, with required special education endorsement for assignments (preferred)
• Demonstrated instructional competency in the core academic subject area assigned

Special Knowledge/Skills:

 

• Knowledge of special needs of students in the transition-related area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting process, data collection requirements, relevant supplements, and implantation
• Specific knowledge of Applied Behavioral Analysis (ABA) and instructional techniques
• Specific understanding of appropriate verbal de-escalation and restraint techniques
• Strong organizational, written and oral communication, and interpersonal skills
• Knowledge of transition assessment and development of life plans

     

Experience: 

 

• At least three years of teaching high school special education self-contained students who have been in Low Incident Disability classrooms (preferred)

 

MAJOR RESPONSIBILITIES:

Instruction:

 

• Collaborate with students, parents, and other members of staff to develop independent living skills/transition/work-based IEP objectives and behavioral IEP objectives and all required supplements through the ARD Committee process for each student assigned with specific emphasis on 18+ life/transition requirements
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required, including individual student-level data charts as related to their transition/life plan
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of all assigned student’s individual disability, academic and behavioral characteristics, learning styles and needs. Follow all district procedures for community-based instruction
• Provide instructional activities that are directly related to transition-related areas such as community resources for employment, living, education, social, recreational & leisure, and transportation areas related to 18+ services
• Prepare for and participate in annual and review ARD Committee meetings for assigned students
• Conduct present levels of academic achievement and functional performance (PLAAFPs) in relevant transition-related areas including an assessment of student learning strengths and weaknesses and use results to plan for instructional activities
• Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. Present subject matter according to current best practices for transition-related IEPs
• Conduct transition assessments and life plans according to current best practices
• Plan and supervise assignments for teacher aide(s) and volunteer(s)
• Use assistive and student-specific technology in the teaching/learning process
• Responsibly maintain assistive devices for assigned students
• Maintain all required paperwork and documentation related to individual students for PEIMS, ARD, and transition requirements
• Alternative methods of instruction
• All other duties as assigned

 

Student Growth & Development:

 

• Conduct ongoing (at minimum, beginning, mid, end of the year) assessments of student achievement through formal and informal testing as indicated by the student’s transition/life plan
• Provide and supervise personal care (including toileting needs, such as catheterization, menstrual assistance, lifting/transfer to accessible toilets or changing table), medical care, and feeding (may include tube or bottle feeding or the special preparation of food) for students as stated in IEP
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal/director of special programs.
• Be a positive role model for students; support the philosophy of the special programs department (Whatever the student needs is our job description) and mission of the school district 

Classroom Management and Organization:

 

• Create age-appropriate classroom environment conducive to learning and appropriate for the cognitive, physical, social, and emotional development of students
• Manage student behavior and administer discipline. This includes intervening in crisis situations to include verbal de-escalation up to and potentially including physically restraining students as necessary according to IEP and according to adopted district procedures and guidelines.
• Consult with other classroom teachers and ARDCF regarding the management of student’s academic, behavioral, or social and transition needs as addressed within the IEP
• Consult district and outside resource people regarding the educational, social, medical, and personal needs of students
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Assist in the selection of books, equipment, and other instructional materials

 

 Communication:

 

• Establish and maintain open verbal and written communication by conducting conferences with parents, students, principals, special programs support providers and teachers
• Maintain a professional relationship with colleagues, students, parents, and community
• Use effective verbal and written communication skills to present information accurately, clearly, and on time

Other Duties:

 

• Participate in staff development activities to improve job-related skills
• Keep informed of and comply with federal, state, district, and school regulations and policies and procedures for special education teachers
• Compile, maintain, and file all physical and computerized reports, records, and other documents required. Assist lead ARDCF in completing PBMAS/SPP report requirements
• Obtain Commercial Driver’s License to operate the Community Based Instruction bus or demonstrate the ability to manage student travel via community resources
• Follow campus procedures for attendance, dress code, and other expectations as notified by the campus administrator

 

SUPERVISORY RESPONSIBILITIES:

• Supervise assigned teacher 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 perform the essential functions of this job successfully. 

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking and reaching 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, infectious diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress
• Professional Dress: Dress must be clean, neat, in a manner appropriate for his or her assignment, and following 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