Special Education Teacher FTE Grades 3-5 LCE SY

ASTORIA SCHOOL DISTRICT 1C

ASTORIA SCHOOL DISTRICT 1C JO

#425 - Special Education Teacher 1.0 FTE Grades 3-5 LCE

Site Administrator/Director of Special Programs

Director of Special Programs

The job of Special Education Teacher is established for the purpose of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' successes in academics, interpersonal skills, and activities of daily living; supervising students within the classroom settings and other assigned areas; developing Individual Education Plans (IEP), and lesson planning while providing specially designed instruction based on developed IEPs.

In addition, collaborating with other teachers, professional staff, classified staff and families to address instructional and student based needs as well as respond to a wide range of inquiries from students, parents, teachers and administrators.

• A minimum of a Bachelor's degree from an accredited institution
• Holds and maintains an appropriate license from the Teacher Standards and Practices Commission in the State of Oregon
• Ability to pass a background check and criminal justice fingerprinting
• Effectively maintain and practice the state adopted Model Core Teaching Standards (OAR )
• Demonstrates a very good command of the oral and written English language
• Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds in English, Spanish, or other languages related to the job
• Maintain the integrity of confidential information relating to students, staff, or district patrons
• Ability is required to schedule activities, meetings and events; gather, collate and classify data; and use job related equipment.
• Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes, and operate equipment using standardized methods.
• Ability is also required to work with a diversity of individuals and groups; work with data of varied types and purposes, and utilize specific job related equipment.
• Problem solving with data frequently requires independent interpretation of guidelines, and problem solving with equipment is moderate. Ability to work harmoniously and collaboratively with others
• Perform physical requirements which may include:
  • Moderate degree of physical stamina
  • Frequent standing, walking, bending and occasional lifting/pushing/pulling up to 40 lbs.
  • Repetitive movement of reaching overhead, extending, fine motor movement of hands and wrist
  • Ability to use telephone, computer, projector, and other office equipment
  • Ability to make frequent trips to and from locations throughout the school building and grounds

• Demonstrates distinguished classroom instructional practice and possesses a deep understanding of teaching and learning for the purpose of effective best practices to improve student outcomes.
• Regularly analyzes data and monitors student progress while delivering individually designed instruction to students.
• Evaluates student achievement for the purpose of placing students in appropriate groups, classes and support services as appropriate and outlined in the IEP.
• Participates in ongoing and job embedded professional development (e.g. staff meetings, study groups, demonstration lessons with pre and post discussions, workshops, trainings, and seminars) for the purpose of gathering information related to academic and behavioral supports.
• Maintains a variety of manual and electronic files and records for the purpose of determining student needs.
• Prepares lesson plans in collaboration with teachers related to differentiating instruction and providing interventions while adhering to District, state and federal requirements around IDEA as well as, scope and sequence guides and curriculum.
• Supports general education staff to adapt work and support instruction for all identified students in the general education setting.
• Administers and interprets assessments for the purpose of assessing student proficiency and levels of function to determine eligibility and development of IEP goals and objectives.
• Advises parents or legal guardians of student progress, expectations, procedural safeguards and resources available to students and families.
• Assesses and reports progress toward IEP goals and objectives in accordance with District policies to parents.
• Implements behavior instruction and creates a safe and effective learning environment that supports appropriate student behavior as taught.
• Prepares a variety of written materials (e.g. adaptive materials, grades, attendance, anecdotal notes, behavior data, and IEPs) for the purpose of documenting student progress and meeting mandated requirements of IDEA.
• Directs volunteers for the purpose of providing an effective classroom program and addressing the needs of individual students.
• Skills are…