Pre-K Special Education Teacher

Join to apply for the Pre-K Special Education Teacher role at Waterbury Public Schools

1 day ago Be among the first 25 applicants

Join to apply for the Pre-K Special Education Teacher role at Waterbury Public Schools

JOB CLASSIFICATION TITLE: Pre-K Teacher (Special Education)

DEPARTMENT: Special Education

Incumbent Name

BARGAINING UNIT CLASSIFICATION: Waterbury Teachers’ Association CEA-NEA

REPORTS TO: Building Principal or District Level Administrator

FLSA DESIGNATION: Exempt

Part i - 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.

Part Ii - Minimum Knowledge,

Skills And Abilities

• EDUCATION AND EXPERIENCE:

• Bachelor’s degree from an accredited college or university.

• CREDENTIALS:
• LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
• Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
• Comprehensive Special Education, K-12 – 165 endorsement.
• Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
• Teachers in this job class must complete all State CEU requirements for re-certification.
• 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 in 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;
• Ability to work with individuals from diverse backgrounds.

• May provide work direction to paraprofessionals and clericals as assigned.

• Attends various…