Teacher Special Education-Project Reach

Location: Elberta

Project REACH is a program designed for students with significant and severe delays in communication, speech and language, social skills and challenging and problematic behaviors. Students are dependent on caregivers for activities of daily living. In addition, the students do not have the ability to participate and/or learn new skills in a group setting. The program requires the use of empirically validated behavioral procedures to facilitate skill acquisition and positive behavior.

Job Title - Special Education Teacher

Supervised by/

Reports to:

Principal

Supervises:
Instructional Aides as assigned

FLSA Status:
Exempt

Job Goals:

To provide an educational environment in which special education students succeed academically, socially, and physically in accordance with system philosophy, goals and objectives.

To implement an effective educational program for special education students using the designated course of study, appropriate materials and resources, and best instructional practices.

To serve as a student advocate, role model, and professional resource for parents, the community, and the school system.

Qualifications:

1. Bachelor's degree or higher from an accredited college or university.

2. Valid Alabama teaching certificate in special education.

3. Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. .

4.

Demonstrated proficiency in oral and written communication skills.

5. Effective interpersonal skills, with an emphasis on communication and collaboration with a wide variety of people and groups.

6. Ability to develop and implement curriculum and programming specific to the needs of assigned students.

7. Ability to identify and solve problems as a productive team member.

8. Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information.

9. Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.

10. Ability to stand, walk, stoop, assist with student toileting and specific hygiene needs.

11. Ability to transfer students, feed students, and provide physical intervention when required.

12. Ability to lift up to 50 pounds, with assistance.

13. Ability to be punctual and in regular attendance.

14. Such alternatives to the above qualifications as the Board may require.

Performance Responsibilities and

Essential Functions:

1. Demonstrates support for the school system and its vision, goals and priorities.

2. Demonstrates knowledge and understanding of child development and especially of characteristics of special education students.

3. Demonstrates knowledge of the prescribed curriculum, current educational research and best instructional practices.

4. Assesses students' needs for transition and related services.

5. Participates in the development of students' individualized education plans (IEPs) as a member of the IEP team.

6. Implements the students' IEPs.

7. Schedules and participates in IEP meetings.

8. Employs a variety of instructional strategies and techniques consistent with the individual needs and capabilities of students.

9. Monitors student participation in regular education programs as appropriate, collaborating with regular education teachers and other school system personnel to maximize student progress, and providing assistance and/or specialized materials or lesson modifications as needed.

10. Utilizes technology to plan and provide instruction and facilitate student learning.

11. Models appropriate and innovative use of technology for students.

12. Facilitates and monitors the integration of instructional technology and assistive technology equipment in the classroom.

13. Maintains appropriate student supervision so that students have a safe and orderly environment in which to learn.

14. Assists in managing student behavior to include crisis intervention, when needed, including restraining disruptive or physically dangerous students within the guidelines of approved crisis intervention and restraint procedures in accordance with Board policies and state law.

15. Works effectively and collaboratively with peers, parents, administrators, and other school system staff to maximize student achievement.

16. Creates or selects long-range instructional plans based on a review of system and state curriculum priorities, student IEPs and instructional priorities.

17. Defines goals and objectives for long-range instructional, departmental, grade level and daily lesson plans.

18. Identifies specific intended learning outcomes that are challenging, meaningful and measurable.

19. Selects, develops, modifies and/or adapts materials and resources which support learning objectives and address students' special needs.

20. Maintains a clean, attractive and organized learning environment.

21. Establishes and uses behavior management techniques which are appropriate and effective.

22.…