Teacher - Special Education

Job Summary

This position provides students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth; enable students to develop competencies and skills to function successfully in society.

• Plans and coordinates programs to manage caseload and/or scheduling effectively.
• Implements the program consistent with guidelines, policies, and procedures to prepare, maintain, and update all active IEPs on an annual basis.
• Plans instruction to achieve desired objectives by selecting appropriate student objectives for lessons consistent with division curriculum guidelines and/or student IEPs, selecting appropriate learning activities, and developing lessons that are clear, logical, and sequential.
• Maintains accurate student/program records by organizing and implementing a data collection system, observing and recording student assessment systematically, maintaining and submitting an up‑to‑date monthly Special Education Roster, recording test administration and results, writing educational reports on students referred to eligibility and/or for triennial reviews timely, keeping a record of contacts with teachers and parents, and preparing written diagnostic reports that are comprehensive and objective.
• Provides direct services/instruction that promote student learning through a variety of learning activities and experiences consistent with instructional objectives.
• Provides opportunities for individual differences relative to established goals.
• Co‑teaches with general education teachers by meeting regularly to plan instruction and providing modifications or alternative activities to meet the needs of students.
• Conducts individual/group student assessments to select and administer assessments based on purpose, in compliance with established criteria, following established procedures and guidelines for referral and testing, using both formal and informal measures appropriate for evaluating various disorders and impairments, and obtaining additional information from other sources as appropriate (teachers, family, social workers, etc.).
• Interprets and uses assessment information for decision making.
• Contributes to special education pre‑referral and eligibility by assessing referred students for eligibility and triennial reviews, participating in child study and eligibility meetings, chairing and/or participating in appropriate IEP meetings, and conveying results and recommending interventions or further evaluation as appropriate.
• Demonstrates current, accurate, and comprehensive knowledge consistent with the profession.
• Selects and uses technology, materials, and resources compatible with needs to support the IEP.
• Maintains effective communication and rapport with students.
• Consults/collaborates with school personnel and parents by sharing professional literature, assisting in parent educational/information sessions, involving parents/guardians in the development of IEPs, and communicating regularly and effectively with parents about children’s progress.
• Participates in meaningful and continuous professional development.
• Facilitates the use of community resources.
• Maintains effective communication and collaboration with administrators, colleagues, parents, and the community.
• Uses People‑First Language.
• Models the WJCC Strategic Plan Values:
  Individualism, Integrity, Innovation, Accountability, and Collaboration.
• Performs other duties as assigned.

Must possess a Bachelor’s or Master’s degree in education or a related field. Must be eligible or possess a Virginia Collegiate Professional License or Postgraduate Professional License with appropriate endorsement in Special Education. Must possess ability to communicate effectively verbally and in writing, and ability to establish and maintain effective working relationships with students, staff, families, and the community.

Supervises students in school; may supervise activities of teacher assistants, tutors, and volunteers. Performs duties under the supervision of the building administrators and receives guidance and support from the district Supervisor of Special Education.

The physical demands described are representative of those required to successfully perform the essential functions of this job. Must have the ability to sit and stand for extended periods, lift up to 25 pounds, bend, stoop, sit on the floor, climb stairs, walk, and reach overhead. Duties are normally performed in a school/classroom environment, may occasionally be performed on field trips away from school, and may require meetings before or after school hours.

The noise level in the work environment is usually moderate.