Teacher, Ess Ed Success​/Science

ESS Teacher - Emotional Disability Program (EDP)

The ESS teacher-Desiderata EDP is responsible for creating and supporting a safe, intellectually challenging environment in which each student is actively engaged in meaningful activities. The teacher makes sure students on their caseload's needs are met in a variety of learning environments by their delivery of specially designed instruction as well as through consultation with other educators and related services personnel.

The teacher supports students as teacher of record in their specific content certified area such as in English, Biology, World History etc., as well as for the special education direct services. The teacher ensures a student's individualized special education services are implemented effectively by utilizing district provided resources to provide specially designed instruction to the students that account for a variety of individualized needs.

They demonstrate an ability to work effectively with groups of stakeholders, such as administrators, instructional assistants, behavioral intervention specialists, social workers, families, and other professionals to advocate and ensure student success. The teacher monitors academic and behavioral progress of students on their caseload and is proactive in collaborative problem solving to advocate for student supports and needs, academically, social-emotionally, communicatively and for transition services.

Essential functions include designing, planning, and providing specially designed instruction based on individualized education plans (IEP), collaborating with other professionals on how to implement accommodations and modifications based on IEPs, coordinating with other certified and classified staff to ensure that related services are provided in accordance to an IEP, modeling for and communicating effectively with colleagues to institute behavior supports as outlined in behavior intervention plan (BIP), supporting functional behavior analysis (FBA) by gathering data and identifying trends in behavior, designing specialized instruction for students impacted by disabilities and demonstrated need for behavior support to have high quality academic experiences, assessing student learning by using a variety of appropriate formal and informal methods, using content knowledge and interpersonal skills to collaborate effectively to foster student learning in a specialized setting, using district and state assessment data to improve instruction and place students in appropriate instructional and intervention programs for students, keeping and maintaining required records, such as progress reports, parent/student communication logs, and IEP paperwork by deadlines, routinely reviewing caseload to ensure that federal and state requirements are met in accordance to timelines for annual IEP meetings, quarterly progress notes, Extended School Year decisions and implementation of transition services, acting in accordance with PXU core values to communicate regularly with parents regarding student progress, documenting and resolving issues related to student behavior problems and attendance, following meeting agenda to lead the annual IEP meetings for students on their case load, attending ongoing professional development and be willing to apply new evidence-based strategies to their teaching practices, committing to be an active participant in a professional learning community (PLC) to collaboratively review data, engage in new strategies, and address needs identified by the group, assuming legal responsibility for the supervision of students on school property or in attendance at school sponsored events, supporting and directing an instructional assistant to help promote positive behaviors and academic readiness with students.

Other duties as assigned.

Required qualifications include possessing a bachelor's degree, having experience working with students with emotional disabilities and/or other areas of eligibility(ies) with students struggling with prosocial and self-regulatory skills, having an awareness of student needs, i.e. at-risk, ethnic, limited English proficient, exceptional, and having an experience in training staff to implement services and paperwork conform to federal, state, and district guidelines. License and certification requirements include possessing a current Arizona Standard Secondary Teaching Certificate and certification in the content area, and a current certification in Special Education.

Ideal candidates will have the following skills and abilities: knowledge of applicable Federal, state, county, city and district statutes, rules, policies and procedures, ability to work with other professionals collaboratively to ensure time frames are met, ability to identify effective accommodations, modifications and behavioral support needs, then work to collaboratively implement them in the classroom, across the campus and in the community, ability to maintain accurate records, logs, and filing…