Transition Special Education Teacher - Disabilities - FTE

Transition Special Education Teacher - Significant Disabilities

We want YOU here! This position is for the  school year. Discover the unparalleled support awaiting special education teachers within the Sioux Falls School District!

With an innovative online IEP system boasting a 96% satisfaction rate among our teachers, and dedicated IEP facilitators streamlining meetings, educators have more time to focus on what truly matters - nurturing their student's growth.

Our "Virtual Office," offered multiple times a month, provides instant support and guidance via Zoom for challenges Special Educators face.

Join the Special Services Learning Academy which equips educators with the tools they need for success and work with Instructional Coaches to ensure swift curriculum mastery.

When it comes to managing classroom dynamics, our esteemed behavior team, including Board Certified Behavior Analysts (BCBAs), are on hand to provide expert guidance and support.

In the Sioux Falls School District, you're not just an educator; you're an integral part of a supportive, collaborative team committed to unlocking every student's highest potential.

We want your talent - we want your passion - we want YOU here!

Education Level: Bachelor's degree and endorsements in the areas of teaching assignment. Certification or licensure:
South Dakota teaching certificate

Experience Desired:
Successful student teaching. Experience teaching students with significant disabilities and some behavioral challenges.

Physical Requirements:

The ability to provide physical management to students with behavior or provide support with student's self-care needs. Constant hand-eye and mind-eye coordination and hearing; intermittent speaking, standing, walking and writing.

Other Requirements:
Excellent oral and written communication skills. Skills in human relations, leadership and conflict management. Knowledge of teaching techniques that meet the diverse needs of students with disabilities who demonstrate significant behavioral needs. Skills in computer word processing, spreadsheets and databases. Knowledge in implementation of IEP process and special education law. Training in assessment and interpretation of information. Valid driver's license and reliable transportation as well as current auto insurance.

• Plan instructional tasks and behavior programming plans that are meaningful, functional, related to IEP goals, and connect to future adult programming

• Prepare activities in the classroom and in the community that provide opportunities for the students to practice the generalization of their adaptive and behavior skills to new environments, settings, and people

• Plan and implement functional curriculum and focused transition skills programming for the classroom environment and within the community

• Relate instruction to prior and future learning to support generalization and application of skills to the community

• Plan intentional teaching and practice of skills related to adaptive and behavioral deficits as outlined in IEP & BIP

• Intensify behavior instruction to prepare students for aging out and accessing future adult programming

• Maintain a strong instructional focus utilizing the elements of effective instruction

• Communicate, teach, model, and practice high levels of expectation in the classroom and in the community

• Communicate clear learning goals to students

• Adapt and scaffold instruction to meet the needs and learning styles of all students

• Sequence content at an appropriate pace

• Use appropriate level of questioning to promote understanding

• Require students to practice behavior skills through repetition provide ongoing feedback

• Appropriately recognize and reinforce individual student effort

• Represent knowledge/information non-linguistically through a variety of methods

• Require students to analyze and apply knowledge

• Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning

• Conduct ongoing assessments for measuring student's progress of learning

• Establish appropriate classroom rules and procedures that are clearly understood by all students

• Effectively and consistently enforce rules and follow procedures

• Support students behavioral needs by providing opportunities for learning and practicing behavior skills through antecedent modifications

• Redirect students naturally and immediately without disrupting others

• Be well-organized and have all materials, equipment, etc., ready for immediate use

• Carry out smooth and effective transitions (e.g., from one activity to another, as students enter and leave the room)

• Maximize time on purposeful adaptive skills instruction and behavior focused tasks through data driven decision making

• Begin and end class period with focus on learning

• Establish a positive learning environment through behavioral supports, positive praise and reinforcement