Elementary: Teacher Sp Ed-Rdspd

Job Overview

The Teacher Special Education Elementary RDSPD will provide direct classroom instruction in academic, behavior, social, and self‑care, consistent with the requirements of state and federal laws as specified in each student's Individual Education Plan and in the Regional Day School Program for the Deaf.

• Conduct instructional services that are appropriate and consistent with goals contained in students' Individualized Education Plan (IEP) to meet their unique needs and are consistent with state and federal laws.
• Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable IEP goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS).
• Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modification, and adaptations.
• Prepare lesson plans that are developmentally and age-appropriate based on the student's IEP.
• Prepare and organize materials to implement daily lesson plans.
• Use appropriate adaptive equipment and assistive technology as recommended by related service providers to address unique needs of the student.
• Fully implement students' IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum.
• Provide for basic needs of students including, but not limited to, toileting, feeding, and caring for students who are not able to care for themselves.

• Safeguard confidentiality with regard to students with disabilities.
• Use various types of assessment procedures to determine students' present academic and functional levels, progress, and document ongoing student progress, maintaining accurate and consistent records.
• Collaborate with staff to meet campus, district, and program needs and timelines.

• Direct the activities of an educational aide or interpreter of the deaf.
• Participate in and/or prepare paperwork for Admission, Review, and Dismissal (ARD) meetings.
• Support student services provided at the campus level for students in the RDSPD.
• Provide direction, consultation, and training services for campus staff and parents related to the unique instructional needs of deaf and hard of hearing students.
• Work with program administration to plan and provide RDSPD information to parents and campus staff.
• Interact and collaborate with RDSPD support staff and administrative staff to help meet the needs of students.
• Participate in campus, district, and program training and professional development.

None

• Bachelor's Degree in Deaf Education or related field.
• Master's Degree in Deaf Education or related field preferred.
• Valid Texas Teacher Certification for Teacher of the Deaf.
• Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE), required.
• De‑Escalation/Restraint Certification District‑provided training required within 30 days of providing instruction.
• Assessment of Sign Communication (TASC) for Total Communication Classroom Environments required within 1 year for Total Communication Classrooms.
• Experience preferred but not required.
• Ability to plan and implement lessons based on needs and abilities of students.
• Ability to establish and maintain effective relationships with students, peers and parents.
• Excellent communication skills, oral and written and sign.
• Demonstrated knowledge of appropriate technology equipment and software programs.
• Proven ability to apply knowledge of current research and theory to instructional programs.

The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands‑on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self‑injurious behaviors, disruptive behaviors, and self‑stimulatory behaviors.

The potential exists for exposure to bodily fluids and frequent childhood, pre‑teen and teen illnesses. This position is funded through grant funds. This position may be discontinued if grant funds are no longer available.

Teacher Pay Grade