Elementary Special Education Teacher

Position Title

Elementary Special Education Teacher

Reports to:

Building Administration

To instruct and assist students to be self-directed learners, collaborative workers, complex thinkers, quality producers and community contributors.

• Possess effective oral and written communication skills
• Able to comprehend and follow written and verbal instructions
• Physically and emotionally able to perform job responsibilities
• Skilled in the use of office computer equipment, related software applications, and other standard office machines
• Able to gather data, compile information, prepare reports, and use to improve performance
• Able to make procedural decisions and judgments
• Able to work effectively with a wide range of constituencies in a diverse community
• Able to attend to detail
• Able to perform multiple concurrent tasks
• Able to set goals and establish methods for achieving goals
• Knowledge in content area and accompanying pedagogy
• Knowledge of resources available to best support personal and student growth

• Implement the District's philosophy of education and instructional goals and objectives.
• Create a classroom environment conducive to learning and student growth and appropriate to the physical, social, and emotional development of students.
• Establish and maintain high standards and expectations for academic performance and student behavior needed to achieve a positive learning atmosphere in the classroom.
• Establish effective and professional rapport with students and parents that earns their respect.
• Motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for learning in accordance with each student's ability.
• Meet and instruct assigned classes/student(s) in the location and at the time designated and complete duties in a timely manner.
• Make adequate preparation for daily instruction, including plans for substitutes, and provide for individualized and small group instruction in order to adapt the curriculum to the needs of each student.
• Select and requisition textbooks, instructional aids, uniforms, and equipment; maintain required inventory records.
• Guide the learning process toward the achievement of curriculum goals by:
• Establishing and communicating clear objectives to students.
• Gathering information and data about students to improve instructional performance.
• Setting instructional outcomes of high rigor aligned with overall instructional goals and standards.
• Monitoring student progress to inform instruction. Consistently assess student achievement through formal and informal testing.
• Asking effective and appropriate questions to deepen student learning, allowing them to make connections, and critically think.
• Engaging students in critical learning.
• Creating a classroom culture reflecting high expectations and the importance of learning.
• Keeping students engaged to the task at hand consistently.
• Designing coherent instruction by coordinating knowledge of content, students, and resources.
• Designing student assessments to align with instructional outcomes that can be used to measure student growth from pre- to post-assessment.
• Participating actively in a Professional Learning Community with colleagues by:
• Attending staff meetings and in-service meetings as required.
• Creating, sharing, and analyzing data with team or departmental colleagues.
• Actively engaging in district, building, and team-level committees and participating in district/building initiatives.
• Participating in curriculum development programs and in the selection of materials and equipment to support instruction.

• Report suspected child abuse/neglect cases as required by statute and board policy and notify immediately appropriate personnel of evidence of substance abuse, child abuse, child neglect,…