Anticipated Itinerant Special Education Teacher

Anticipated Itinerant Special Education Teacher

Under the direction of the School Principal and the Director of Student Services, the Itinerant Special Education Teacher provides specially designed instruction and behavioral support to students with disabilities, with a primary focus on social-emotional learning, executive functioning, self-regulation, coping skills, social communication, and behavioral skill development. Services are provided across multiple educational settings to support students in accessing the general education curriculum and making meaningful progress toward Individualized Education Program (IEP) goals.

The Itinerant Special Education Teacher collaborates with school staff and families to promote student independence, positive behavioral outcomes, and successful participation in school.

• Provide specially designed instruction aligned with students' Individualized Education Programs (IEPs), focusing on social-emotional learning, executive functioning, self-regulation, coping skills, social communication, and behavioral skill development, with a primary focus on providing emotional and autistic support to students at the Itinerant level.
• Develop and implement individualized lessons and interventions targeting emotional regulation, problem-solving, organization, self-advocacy, peer relationships, communication, and independent functioning.
• Teach executive functioning skills including planning, organization, task initiation, time management, flexibility, self-monitoring, and goal setting.
• Teach positive social, emotional, and behavioral skills using evidence-based instructional practices and Positive Behavioral Interventions and Supports (PBIS).
• Support students in general education settings by promoting skill generalization, independence, and successful participation in the least restrictive environment.
• Provide direct instructional support to students in a positive, structured learning environment.
• Collaborate with general education teachers, counselors, administrators, and related service providers to implement behavioral, academic, and social-emotional supports throughout the school day.
• Provide consultative services and coaching to school personnel regarding instructional strategies, accommodations, behavior supports, and classroom interventions.
• Plan and conduct activities that provide students opportunities to practice, apply, and generalize learned skills across school settings.
• Establish and maintain a safe, positive, and supportive learning environment that encourages student engagement and success.
• Meet with parents/guardians to discuss student progress, instructional priorities, and social-emotional and behavioral growth.
• Confer with parents, administrators, counselors, related service providers, and other professionals to develop, implement, and monitor Individualized Education Programs (IEPs).
• Monitor student progress toward IEP goals through ongoing assessment and data collection, and adjust instruction and interventions based on student performance.
• Collect, analyze, and maintain behavioral and instructional data to support educational decision-making and document student progress.
• Develop plans for effective communication, monitoring, and follow-up to support students in inclusive classroom settings.
• Acquire and maintain certification in the district-approved safe physical intervention program (e.g., Safe Crisis Management (SCM)).
• Provide crisis intervention and behavioral support as needed to maintain a safe learning environment.
• Assist in the development and implementation of Positive Behavior Support Plans (PBSPs), Functional Behavioral Assessments (FBAs), and other behavioral interventions as appropriate.
• Serve as a member of multidisciplinary teams, participate in IEP meetings, and contribute to evaluation and reevaluation processes.
• Assist in the preparation of data for local, state, and federal reporting requirements.
• Maintain accurate and complete student records and prepare reports in accordance with federal and state laws, district policies, and administrative regulations.
• Maintain professional competence by participating in professional development, curriculum development activities, and other learning opportunities.
• Perform other related duties as assigned by the School Principal, administration, or Director of Student Services.

The Itinerant Special Education Teacher demonstrates knowledge of effective instructional practices, social-emotional learning, executive functioning, autism spectrum disorders, emotional support programming, positive behavioral interventions and supports (PBIS), behavior management, and evidence-based instructional strategies for students with disabilities. The teacher understands child development, learning theory, behavioral principles, trauma-informed practices, and methods for supporting students' academic, behavioral, and social-emotional success.

The individual demonstrates an understanding of…