Resource Teacher, Elementary

Resource Teacher, Elementary - 1.0 – Shawnee Mission School District

Reports to:

Principal

Contract:

190 days – New Teacher / 187 days – Returning Teacher

The special education teacher is responsible for the implementation of the district curriculum in a way that maximizes student learning. The teacher is responsible for the supervision and evaluation of all students within his/her teaching assignment.

• Instructional Process
• Writes & implements long‑range plans which incorporate district/course curricular objectives.
• Writes & implements daily plans which incorporate district/course curricular objectives.
• Plans & implements plans to address the needs of individuals and/or small groups of students.
• Incorporates curricular revisions & new programs into instruction.
• Organization and Management
• Organizes the classroom for efficient use of instructional time.
• Has supplies, materials & equipment available for use.
• Keeps student records and permanent folders current and readily available for teacher, student or parent reference.
• Maintains system for monitoring student scheduling including special education and/or mainstream activities.
• Maintains information for classroom management.
• Keeps exceptional student IEP's current and in an organized manner.
• Allocates instructional time based on needs of students as reflected on IEP.
• Holds IEP meetings and parent conferences throughout the year.
• Completes written reports and follows procedural guidelines as set forth by Principal and Special Education Supervisor.
• Schedules adult supervision for maximum efficiency.
• Instruction
• Demonstrates a knowledge of subject area and the ability to convey it to the students.
• Demonstrates the ability to organize information for logical presentations.
• Teaches to the objective and uses a variety of materials.
• Demonstrates effective presentation skills and styles, which reflect curricular objectives.
• Focuses students for instruction.
• Provides for all students to be actively involved in a lesson.
• Monitors student responses and adjusts instruction accordingly.
• Uses reinforcement to influence positive behavior.
• Presents clear, legible and precise directions.
• Provides guided and independent practice.
• Applies appropriate closure in a lesson presentation.
• Maintains, administers and utilizes tests as an instructional tool.
• Evaluates students’ work and communicates progress.
• Uses principles of learning, which promote memory and recall.
• The Classroom Climate
• Creates a physical environment conducive to learning.
• Creates an emotional atmosphere conducive to learning.
• Maintains classroom control.
• Promotes development of self‑control in students.
• Counsels with students and others when needed.
• Develops reinforcement schedule.
• Identifies behavior problems.
• Confers with parents, counselors, nurse, administrators and appropriate sources about students.
• Develops/implements a plan or strategy to remediate the problem.
• Secures parent permission prior to implementation of plan.
• Confers with diagnostic team prior to implementation of plan.
• Assists students in learning to function effectively within a group.
• Follows through with student discipline and special behavior programs.
• Secures and uses information appropriately concerning the abilities, needs, and interests of students.
• Assists with overall supervision and discipline of students within the school.
• Promotes positive self‑concept.
• Professional Relations
• Demonstrates sound professional judgment.
• Maintains a positive attitude.
• Interacts positively with other staff members.
• Interacts positively with community and parents.
• Meets assigned district and building responsibilities.
• Seeks professional growth.
• Works to complete building, district, and board of education goals.

Valid Kansas Teaching Licensure with Special Education Certification required or enrollment in a certification program.

Ability to read and interpret documents including the analysis of district assessment data. Ability to effectively write detailed reports and correspondence. Ability to communicate well, verbally and in writing, with parents, patrons, staff and students. Ability to speak in front of large and/or small groups. Bilingual communication skills are noted and valued.

Entry level

Full‑time

Education and Training

Education Management