1.0 Regular Substitute Special Education Teacher - South HS

Regular Substitute Teacher

A regular substitute is a teacher who is appointed to a regular teaching/teaching assistant position in place of a regular teacher/teaching assistant who is away from his/her position on a leave of absence (minimum of one semester; maximum of full school year).

• Possess a valid NYS Certification in Special Education (K-12 and additional contents preferred).
• Possess experience in Special Education (preference of at least 3 years) as well as comprehensive knowledge relative to working with students who present with significant learning delays, as well as difficulties managing behavior, coping with frustration, following multi-step directions and/or regulating emotion.
• Possess knowledge and experience of a variety of disabilities, including Intellectual Disabilities, Multiple Disabilities, and Autism and the potential effects upon a student's learning progress, functioning and behavior.
• Possess demonstrated experience implementing feeding plans, addressing toileting needs, and assisting with lifting and/or positioning.
• Possess a strong working knowledge of Federal and State Mandates pertaining to students with disabilities.
• Possess demonstrated skill in Functional Behavioral Assessment and development of Behavioral Intervention Plans.
• Possess well-developed written and oral communication skills, and proven ability to interact positively with students, parents and colleagues.
• Possess an ability to work effectively as a member of a collaborative team as well as schedule and coordinate a variety of service providers.
• Possess effective case management and resource management skills.
• Possess demonstrated experience in differentiated instruction and applying research-based instructional approaches when teaching students with disabilities.
• Possess skill at interpreting and analyzing student data to adapt and modify curriculum to meet both NYS learning standards and individual student needs.
• Possess the ability to remain flexible and respond effectively as emergent classroom situations warrant.
• Possess a comprehensive understanding of the Common Core and New York State Standards in Language Arts, Mathematics, Science and Social Studies.
• Collaborates with other school staff members to implement prescribed language intervention, assistive technology and/or augmentative communication through suggestions for the student's daily activities. Collaborates with colleagues and administrators to provide support for the development of the student's language and socialization skills.
• Possess knowledge of the resources and supports available to assess the monitor the daily performance of students with disabilities, cognitive deficits, health, physical and medical needs, and/or multiple impairments.
• Possess demonstrated experience in differentiated instruction and applying research-based instructional approaches when teaching students with developmental delays, health, physical or medical needs, and/or multiple disabilities.
• Demonstrated ability to work with students and parents.
• Demonstrated ability to work with colleagues and support staff (aides, clerical, etc.).
• Demonstrated ability to work with supervisors.

• Special Education teacher including student caseload, Resource Room, and academic support.
• Provide appropriate content area instruction to students with developmental delays and/or multiple disabilities in accordance with curricular expectations and Individualized Education Plans.
• Articulate specific learning challenges, skill deficiencies or social adjustment difficulties as exhibited by students and identify appropriate remediation to facilitate student achievement and growth.
• Evaluate and monitor each student in terms of his/her progress toward attainment of specific learning goals.
• Plan student personal schedules relative to lunch/prep time after having considered the specific needs of the students in the class, as well as availability based upon scheduling and the presence of the related services providers and support staff in the classroom.
• Coordinate efforts of instructional and support teams.
• Develop behavioral intervention plans, monitor behavior and…