Long-Term Substitute Special Education Teacher Job Westport area,Connecticut USA,Education / Teaching

LTS Special Education Teacher

Inclusion

Grades 5/6

Duration:
Approximately 12 weeks

JOB GOAL

To provide specialized instruction to special education students with a variety of needs and severity of disabilities to help students develop the skills and strategies needed to access their educational programs.

PERFORMANCE RESPONSIBILITIES

Provides explicit specialized instruction to students, using systematic, structured multi-modal approaches to learning and supports students by offering supplemental and/or alternative academic curriculum as indicated on the IEP.

Collaborates with general education staff and specialists regarding the IEP, student learning styles, differentiated instruction, curricula modifications and environmental modifications and alternative assessments in the least restrictive environment.

Modifies the general education curriculum and differentiates the instruction for special needs students based on a variety of instructional techniques and technologies.

Demonstrates an expertise and knowledge of the MA frameworks in the areas of ELA, math, science, history and social studies by preparing and teaching objectives and outlines for modified courses of study, following curriculum guidelines of requirements of the state of schools.

Develops Individual Educational Programs (IEP) to include measurable goals and objectives based on current performance using baseline data.

Solicits input from parents, administrators, testing specialists, social workers, and professionals to develop IEPs designed to promote students’ educational, physical, and social development.

Monitors the ongoing appropriateness of IEP and ensures the IEP goals and objectives are followed in general and special education settings, and follows procedures to amend the IEP if indicated.

Develops well-structured lessons with clear challenging, measurable objectives for all lessons, units, and projects with appropriate student engagement strategies and communicates these objectives to students and other teachers involved in the instructional process.

Designs and administers a variety of informal and formal assessments to measure each student’s growth toward local/state standards.

Organizes and analyzes results from a variety of assessments to determine progress, adjust practice and implement appropriate interventions.

Provides regular, specific feedback to students and families on student performance, including how it can be improved.

Welcomes and encourages every family to become active participants in the classroom and school community.

Uses two-way communications with families about student performance and responds promptly and carefully to communication from families.

Collaborates with colleagues to support improved student learning.

Clearly communicates and consistently enforces specific standards for student work, effort and behavior.

Uses rituals and routines that create and maintain a safe learning environment.

Consistently uses practices that are likely to enable students to demonstrate respect for differences.

Regularly reflects on his/her practice, individually and with colleagues.

Selects and requests books, supplies, and technologies to support instruction.

Consistently seeks out and applies ideas for improving practice from supervisors, colleagues, and professional developmental activities to gain expertise.

Individually and with colleagues develops strategies that contribute to the learning and productive behavior of all students.

Develops and monitors behavior management plans and collects or directs staff in the collection of data under the direction of the District’s Behavior Intervention Team.

Complies with the MA special education IEP process, including the development of the Individual Educational Programs (IEP) and related documents and the completion of all required paperwork and activities as mandated in State and Federal Special Education Regulations.

Participates in building and/or staff meetings and other activities provided to foster professional growth and coordination of procedures, services, and implementation of building and district policies and procedures.

Collaborates with next grade level of grade or building to facilitate a smooth transition from school year to school year.

Performs relevant professional tasks or duties as may be assigned.

SALARY

Salary to be determined by the School Committee and the collective bargaining unit.

EVALUATION

Performance of this job will be evaluated in accordance with provisions of the Committee’s policy on evaluation of support services personnel.

#J-18808-Ljbffr