1.0 FTE Special Education Teacher (REACH

Special Education Teacher

The Special Education Teacher is to help student learn subject matter and skills, subject to Special Education Laws, that will contribute to their educational development, in consideration of their cognitive learning abilities. This position is assigned to the Therapeutic Support Program (TSP), a safe therapeutic environment that provides academic, behavioral, social, and emotional supports in order to improve functioning in these areas.

The TSP teacher plans and provides for appropriate learning experiences for students with social/emotional and learning deficits in a variety of educational settings. The incumbent is responsible for creating a flexible program and learning environment that provides specialized instruction for students with primary social/emotional disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with accommodations, specially designed instruction, classroom aide support and other needed supports.

The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Close collaboration with the TSP counselor/therapeutic support.
• Consistent communication and consultation to applicable members of school staff (teachers, paraprofessionals, administration, counselor, etc.) to support students on caseload.
• Provide direct and indirect instructional support to students in a positive environment.
• Employ special educational strategies and techniques during instruction to improve student skills (study, executive functioning, reading, writing, etc.).
• Instruct students in academic subjects using a variety of techniques 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 based upon a variety of instructional techniques and technologies.
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
• Regular communication with parents to support student learning.
• Develop behavior plans, as needed, to support students in the inclusion setting.
• Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
• Consult with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational and social/emotional development.
• Maintain accurate and complete student records and prepare reports on assigned caseload, as required by laws, district policies, and administrative regulations.
• 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.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Manage and support paraprofessionals within the program to support students on caseload.
• Conduct academic evaluations and write reports for special education meetings as part of the Three Year Re-evaluation process.
• Properly utilizes and conserves physical facilities, equipment and supplies.
• Assist in the task of operating the school as a community of cooperative and constructive members.
• Maintains an understanding of the philosophies and principles utilized in District-wide programs.
• Demonstrates an understanding of definitions, etiology, & characteristics of students' disabilities.
• Demonstrate knowledge of subject matter in the Massachusetts Curriculum Frameworks for Math, Science, Language Arts, History and Social Studies.
• Adapt the Massachusetts Curriculum Frameworks as needed.
• Integrate technology within instruction to increase student comprehension and interest.
• Follows state and federal special education regulations, as outlined in the IDEA and the requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances clarify or further elaborate, the special education rights and responsibilities set forth in state statute (M.G.L. c. 71B), federal statute (20 U.S.C. §1400 et seq. as amended), and federal regulations (34 CFR §300 et seq.
  
  as amended).
• Follows all standards and indicators to the best of his or her ability, as described in the Reading Public Schools Teacher Assessment Process (TAP).

Supervises the classroom, students,…