2024-25 Special Education ISPD Teacher – Elementary

ROLE AND PURPOSE:

• Work collaboratively with general education teachers to provide students with disabilities appropriate learning strategies, assistive technology, activities and experiences to ensure access to grade level instruction and intervention to foster the educational, social, emotional, and functional success of students with disabilities in specialized programs such as: Alternative Curriculum (Alt Curric), Individuals with Severe and Profound Disabilities (ISPD), Academic and Behavioral Learning Environment (ABLE), and Social Emotional and Academic Skills (SEAS). 

QUALIFICATIONS: 

Education/Certification:

• Bachelor’s degree in a directly related field
• Valid Texas teacher certificate with required Special Education endorsement or required training for subject and level assigned. For example, Core Subjects EC-6 plus Special Education Supplemental.
• ESL, preferred. If candidate does not have ESL, he/she will be given 1 year to obtain certification.

Experience: 

• One year of student teaching or approved internship
• Training in behavior modification, preferred

Special Knowledge or skills:

• Ability to work with children with more severe physical, mental, and emotional disabilities
• Ability to instruct students and manage their behavior using positive behavioral and intervention supports/strategies, and classroom management
• Strong organizational, communication, and interpersonal skills
• Ability to effectively integrate assistive technology into the curriculum
• Ability to follow verbal and written instructions
• Ability to be patient, flexible, and versatile
• Ability to design and implement structured environments and activities
• Ability to analyze behavioral functions and teach replacement behaviors
• Ability to design and implement communication and work systems 

MAJOR RESPONSIBILITIES AND DUTIES: 

INSTRUCTIONAL MANAGEMENT

• Develop and implement lesson plans that fulfill the requirements of district’s curriculum and show written evidence of preparation as required.
• Implement an instructional or skill development program for assigned students and show written evidence of preparation as required.
• Work collaboratively with administrators, team leaders, and general education teachers to deliver IEP services and supports in the least restrictive environment for individual students.
• Collaborate with students, parents, and other staff members to develop and progress monitor Individual Education Plans (IEP) through the Admission, Review, and Dismissal (ARD) process for each student assigned.
• Plan and use a variety of appropriate instructional and learning strategies, techniques, activities, materials, technology, and equipment that reflect an understanding of the learning styles, instructional, communication, and social-emotional needs of students.
• Use data frequently to monitor student progress towards meeting IEP goals; adjust instructional and intervention services and supports as necessary to ensure students make progress.
• Scaffold instruction and accommodations and adapt activities to ensure equal access to grade level instruction.
• Utilize the most effective collaborative teaching techniques and strategies in inclusion supported classrooms.
• Plan, deliver and progress monitor individual and small group direct instruction for students who require intensive intervention for behavior, academics, developmental skills, communication, etc.
• Participate in ARD committee meetings on a regular basis. 

SCHOOL/ORGANIZATION CLIMATE

• Model core organizational beliefs and values.
• Perform duties in an effective and efficient manner for the purpose of supporting and contributing to high student achievement.
• Consult with teacher and principal on all general administration items including personnel policies.
• Attend and participate in faculty meetings and special events and serve on staff committees and PLC’s as required.
• Comply with the Professional Code of Ethics and Standard Practices of Texas Educators. 

SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Compile, maintain, and file all physical and computerized reports, records, and other documents required
• Attend training as required by the job assignment and district/campus improvement plan. 

ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT

• Operate office equipment, assistive technology devices, classroom audio-visual technology, and use computer to retrieve and send email and use district required system/software.
• Maintain classroom organization and cleanliness.
• Comply with all district policies, operating procedures, legal regulatory requirements, and verbal and written directives.
• Take all necessary and reasonable precautions to protect students, equipment, materials and facilities. 

STUDENT MANAGEMENT

• Interact with students professionally, calmly, intentionally using language for teaching and de-escalation.
• Implement individual student behavior intervention plans (BIP) for student academic and social emotional success.
• Regularly assist students with disabilities across all settings according to their needs, including but not limited to, safe transfer to and from wheelchairs, lifting, positioning, and use of assistive technology.
• Implement systems to safely and effectively transition students.
• Provide, supervise, document, and report personal care as stated in the IEP and district requirements, while maintaining student dignity and safety. 

SCHOOL/COMMUNITY RELATIONS

• Establish and maintain open communication by conducting conferences with parents, students, principals and teachers.
• Maintain professional relationships with colleagues, students, parents, and community members.
• Ensure that all interactions with students, district personnel, and parents are supportive, courteous, and respectful.
• Maintain confidentiality of student information per FERPA requirements. 

PHYSICAL DEMANDS

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary:
• While performing the duties of a classroom teacher, the employee may frequently be required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive physical motions.
• While performing these duties of the job, the employee may frequently be required to lift and / or move at least 50 pounds of materials, or lift children from wheelchairs, onto changing tables, etc.
• While performing the duties of the job assignment, the employee may frequently be required to deescalate physical aggression including the use of safe, non-harmful physical restraint procedures.

PROFESSIONAL GROWTH AND DEVELOPMENT

• Participate in hygiene, communication systems, specific teaching methodologies, assistive technology, lifts and transfers, first aid, CPR, TBSI online training, and Mandt System trainings as required by the job assignment to a specialized program.
• Seek professional learning to support students with disabilities as specific to role and responsibility.
• Participate in professional learning to improve job performance and support growth goals. 
• K-3 teacher of record must complete Reading Academy per TEA requirements.

SUPERVISORY RESPONSIBILITIES

• Supervise students during bus duty, building/playground duty, lunch duty, and co-curricular activities
• Plan assignments and supervise teacher assistants and volunteers. 

MISCELLANEOUS

• Performs other duties as assigned by supervisor.
• Receive necessary vaccinations to prevent the contraction and spread of communicable diseases, such as Hepatitis.
• Wear appropriate equipment for safe lifts and transfers.

NOTE: In order to minimize current campus disruption, current teachers and classroom assistants may only apply to job postings if the position is a promotion. A promotion is defined by an increase in salary grade or incremental stipend. This does not apply if the transfer window is open.

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