Aki Kurose Middle - Special Education Teacher; Distinct - FTE

Overview

This position is assigned to the Distinct service pathway. A special education classroom teacher performs under the general direction of the building principal or program manager and with assistance from appropriate staff personnel. The teacher fosters and enhances an effective learning environment; establishes and adapts learning objectives and standards for special education students based upon general District guidelines and rules and regulations governing special education;

provides instruction, counseling, discipline, and supervision to meet the individual needs of assigned students; and evaluates student performance and progress.

• 40% Fosters an educational environment conducive to the learning and maturation process of assigned special education students; plans an instructional program designed to meet individual student needs; prepares individual student lesson plans; adapts and modifies programs and plans as necessary.
• 15% Uses necessary and appropriate instructional methods and materials suited to the well‑being of the students and to the nature of the learning activities, program, and/or curriculum involved; implements established program or curriculum objectives as adapted and modified for the student population; attends in‑service training and continues to improve professional growth through study and experimentation.
• 10% Establishes and implements classroom policies and procedures governing student behavior and conduct; provides guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; makes referrals for assistance where appropriate.
• 5% Confers with students, parents or guardians, specialists and other staff; maintains an open positive relationship as appropriate to provide guidance and evaluation, and to encourage student achievement.
• 10% Establishes classroom goals and objectives appropriate to the special education student population and their individual education programs; evaluates and records student progress; prepares reports for parents or guardians.
• 5% Directs the activities of assigned non‑certificated personnel; attends to or directs staff to attend to the physical, emotional, behavioral, medical, or hygienic needs of students as appropriate; monitors conditions and behaviors.
• 10% Collects and interprets a variety of data; develops, implements and evaluates individual education plans (IEP’s); provides reports for administrative purposes; amends documents where appropriate.
• 5% Attends or participates in all required staff meetings and other activities deemed necessary by the District and/or building principal.

• Serves on staff committees as required.
• Participates in a variety of activities to enhance personal and professional skills.
• Performs related tasks consistent with the scope and responsibilities of the position.
• Attends at least one of two annual Special Education Compliance Professional Development days.

Reports to the building Principal.

Knowledge of: Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety; rules and regulations governing special education.

Skill in: Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a culturally, racially, and economically diverse community; designing and implementing lesson plans for students with wide range of achievement; adapting curricula and programs to meet intellectual, social, physical, and emotional needs.

Ability to: Deal with students in a positive and confident manner; be fair and consistent when working with diverse populations; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques; use necessary equipment, computers, and software; direct assistants; administer first aid and CPR in some positions;

use non‑verbal communication such as sign language and non‑visual instructional…