Adapted PE Teacher

Primary Purpose

Provides special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develops or modifies curricula and prepares lessons and other instructional materials to student ability levels. Works in self‑contained, team, departmental, or itinerant capacity as assigned.

• Bachelor’s degree from an accredited university.
• Valid Texas Teaching Certificate as an Adapted Physical Education teacher.
• Teaching certification held in multiple areas is preferred.

• Knowledge of special needs of students in assigned area.
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting and implementation.
• General knowledge of curriculum and instruction.

• At least one year of student teaching or an approved internship.

• Collaborates with students, parents, and other staff to develop IEPs through the ARD Committee process for each assigned student.
• Implements an instructional, therapeutic, or skill development program for assigned students and provides written evidence of preparation as required.
• Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
• Works cooperatively with classroom teachers to modify regular curricula as needed and assists special education students in regular classes with assignments.
• Participates in ARD Committee meetings regularly.
• Conducts assessments of student learning styles and uses results to plan for instructional activities.
• Prepares subject matter presentations according to IEP guidelines.
• Employs a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
• Plans and supervises assignments for teacher aides and volunteers.
• Uses technology in the teaching/learning process.

• Conducts ongoing assessments of student achievement through formal and informal testing.
• Provides or supervises personal care, medical care, and feeding of students as stated in IEP.
• Assumes responsibility for extracurricular activities as assigned and sponsors outside activities approved by the campus principal.
• Acts as a positive role model for students and supports the mission of the school district.

• Creates a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manages student behavior and administers discipline, including intervening in crisis situations and, if necessary, physically restraining students according to IEP.
• Consults with classroom teachers regarding the management of student behavior according to IEP.
• Consults district and outside resources regarding education, social, medical, and personal needs of students.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assists in the selection of books, equipment, and other instructional materials.

• Establishes and maintains open communication by conducting conferences with parents, students, principals, and teachers.
• Maintains a professional relationship with colleagues, students, parents, and community members.
• Uses effective communication skills to present information accurately and clearly.

• Participates in staff development activities to improve job‑related skills.
• Keeps informed of and complies with federal, state, district, and school regulations and policies for special education teachers.
• Compiles, maintains, and files all physical and computerized reports, records, and other documents required.
• Attends and participates in faculty meetings and serves on staff committees as required.
• Maintains district records, adhering to all policies set forth by the district for records maintenance and learning the records retention schedule for department records.
• Performs other duties as assigned.

Supervise assigned teacher aides.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Maintains emotional control under stress.
• Frequent standing, stooping, bending, kneeling, pushing, and pulling.
• Moves small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment.
• May be required to lift and position students with physical disabilities.
• Controls behavior through physical restraint.
• Assists non‑ambulatory students.
• Exposure to biological hazards.
• Frequent district‑wide travel.