Special Education Teacher - Interim

General Responsibilities

Under the direction of the school principal, the special education teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.

• Provide direct and indirect instructional support to students in a positive environment.
• Employ special educational strategies and techniques during instruction to improve the development of sensory‑ and perceptual‑motor skills, language, cognition, and memory.
• Instruct students in academic subjects using a variety of techniques such as phonetics, multi‑sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
• Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
• Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
• Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
• Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
• Develop plans for effective communication, monitoring, and follow‑up of students in inclusive classroom settings.
• Provide crisis intervention, as needed, for students and those in inclusive classrooms.
• Assist in collection of data for providing appropriate classroom interventions.
• Serve as a member of a multidisciplinary team as appropriate.
• Assist in preparation of data for local, state, and federal reports.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Perform related work as required.

The successful candidate will demonstrate knowledge of effective instruction and positive behavioral supports; BCS curriculum and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and BCS policies and instructional practices.

Must have use of sensory skills to effectively communicate and interact with students, faculty, staff, and parents. The position requires significant walking, bending, standing, stooping, and possible physical interventions, including moving students or equipment up to 50 lbs. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.

• Sp Ed Comp PreK‑12 (461)
• Sp Ed Modified K‑12 (460)
• Special Education – General Curriculum K‑12
• Special Education (105)

Under the general supervision of the School Principal, the teacher maximizes the learning experience of students with special needs across academics, interpersonal skills, and daily living activities by implementing district‑approved…