Special Education Resource Teacher; PK

Waterbury Public Schools

JOB CLASSIFICATION

TITLE:

Special Education Resource Teacher (PK-8)

DEPARTMENT: Special Education

BARGAINING UNIT CLASSIFICATION: Waterbury Teachers’ Association CEA-NEA

REPORTS TO: Building Principal or District Level Administrator

FLSA DESIGNATION: Exempt

SUMMARY OF CLASSIFICATION: This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.

SUMMARY OF CLASSIFICATION: This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.

A. EDUCATION AND EXPERIENCE

B. CREDENTIALS

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C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS

D. CONTINUING EDUCATION REQUIREMENTS

E. KNOWLEDGE, SKILLS, AND ABILITIES

• Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
• Considerable knowledge of specific disabilities and familiarity with common children’s mental health disorders, as well as specific strategies/interventions to use in the classroom;
• Knowledge of child development;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of educational testing;
• Knowledge of learning theory, and students’ learning styles and needs, both academic and affective;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI);
• Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;
• Skill in classroom and behavior management;
• Skill in interpersonal relations, especially regarding working as a member of a team;
• Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations;
• Skill in organization, and verbal and written communications;
• Skill in signing, cued speech, and auditory-verbal areas is required for some positions;
• Skill in the five real-life transition areas is required for some positions;
• Skill in transitional service planning and remedial instruction;
• Skill in utilizing computer technology for educational purposes, including word processing;
• Skill in working with students having a wide range of disabilities;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Intervention (SRBI);
• Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;
• Ability to create a structured and efficient working environment for students;
• Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;
• Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;
• Ability to teach a variety of students, with varying disabilities, a variety of classes;

• Attends various meetings, such as staff, building, parent, team and case management;
• Communicates and provides consultation with team members, parents and guardians, and other…