Middle School Learning and Emotional Support Teacher

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Job description

Purpose/Summary

The special education teacher serves in a leadership role to establish a special education program that promotes social, emotional, physical and intellectual growth by providing rich and engaging experiences for students. Establishes effective rapport with students, motivates students to develop skills, attitudes and knowledge needed to provide a good foundation for learning, in accordance with each student's ability. Serves as an advocate for the special education population and assists with student adaptations and accommodations throughout the school environment. Creates and maintains good relationships with administrative, student, parents and other staff members.

Essential Duties and Responsibilities

• Develops lesson plans to reflect District curriculum and to meet students' varying needs.
• Establishes clear objectives for all lessons, units and projects; and communicates those objectives to students.
• Instructs through a variety of learning activities in a variety of subject areas including: science, social studies, math, English and reading.
• Observes and evaluates students' academic performance, behavior and social development.
• Recognizes and accommodates for individual student differences in ability, learning style and social/cultural orientation, and requirements when providing instruction and assessing progress.
• Establishes and enforces rules for positive behavior and procedures for maintaining a learning culture among the students.
• Promotes and provides a comfortable classroom environment that fosters constructive relationships, facilitates student engagement and promotes learning.
• Collaborates and communicates with parents, education personnel and other service providers to develop and implement Individual Education Plans (IEP) designed to increase student learning through specially designed instruction and accommodation for students' needs.
• Communicates and collaborates with school personnel regarding academic planning and professional issues, including knowledge and use of best practices in developing rigorous and relevant curricula for instructional delivery.
• Enforces and follows all administrative policies and rules governing students.
• Demonstrates ongoing, professional growth and competency by utilizing current teaching strategies, instructional resources and materials.
• Maintains accurate and complete student records as required by District policies.
• Maintains and communicates accurate Special Education paperwork, student data, specifically, progress monitoring behavior plans, and student files in compliance with federal and state regulations and District guidelines.
• Supervises students and directs paraprofessionals in accordance with student programming. Is responsible for the overall management, instruction and evaluation of the students.
• Carries out supervisory responsibilities in accordance with the organizations policies and applicable laws.
• Meets required timelines for special education paperwork.
• Continually works to include students in the least restrictive and most appropriate settings, including transition after school.
• Other duties as assigned by the building principal or the Director of Pupil Personnel Services.

Education and/or Experience

• Bachelor s Degree required
• Special Education experience preferred

Certifications, Licenses, Registrations

• Pennsylvania State Special Education Teaching Certification
• Act 34/151/114/126/168 Clearances/Certifications required

Qualification Requirements

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required.

Knowledge and Abilities

Knowledge of current research, theory and instructional practices and ability to apply that knowledge to positively impact learning. Knowledge of federal and state special education regulations and ability to apply all aspects of this information. Ability to think critically and problem solve, especially as it relates to human learning and behavior. Knowledge of educational protocol and procedures and ability to implement these processes into the classroom setting.

Academic Skills - Knowledge of curriculum writing, assessment, principles and methods of curriculum and instruction and strategic planning. Knowledge of classroom management, social development, assessment and evaluation. Knowledge of special education and ability to adapt instruction as it relates to the regular classroom environment.

Ability to complete a functional behavioral assessment and guide professional staff through the development and implementation of a behavior plan.

Knowledge of brain research and ability to understand and apply this information to teaching. Knowledge of discipline policies and ability to make decisions to appropriately manage student behavior.

Language Skills Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Must possess the ability to use the language in both oral and written form. Be able to listen to and understand information and ideas presented through spoken words and sentences. Be able to communicate information and ideas in speaking so others will understand. Ability to read, analyze and interpret professional journals.

Math Skills Knowledge of arithmetic, algebra, geometry, statistics and their applications. Possess the ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Possess the ability to analyze and interpret student assessment and psychological data.

Technology Skills Be able to utilize programs such as Microsoft Office and the District grading/ attendance packages. Be able to access, generate and analyze student data through the Student Info System (SIS). Utilize email, the Internet and Intranet. Utilize Smart Boards and coordinating technologies. Be able to generate electronic lesson plans and templates to gather data for Excel reports. Implement the use of technology throughout the instructional process.

Reasoning Ability - Ability to understand and interpret state and national standards and to integrate those standards effectively throughout the curriculum of a school district. Ability to observe students, and evaluate student data to make decisions that improve the instructional process.

Other Skills and Abilities

• The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the special education teaching and learning environment.
• Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively educating large groups of students.
• Must be able to react quickly in volatile situations and maintain composure even under stressful conditions. Must be able to advocate for students to create a positive learning environment.
• Possess imagination, patience, creativity, sound judgment, logical reasoning and analytical and problem-solving capabilities.
• Ability to make equitable decisions with sound emotional judgment.
• Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community.
• Ability to understand and facilitate needs of various personality types.
• Ability to perform duties with awareness of all District polices and professional obligations.

Physical Demands

When performing activities throughout the day related to the educating of students, the teacher spends the majority of the day standing in the classroom. He or she must walk through the classroom and be able to maneuver in tight spaces between desks, etc. Dealing with the students can entail kneeling or squatting, stooping, and bending from 50-70 degrees at the waist on an occasional to frequent basis.

Must be able to exert up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects (textbooks and materials). The teacher often moves children's desks and chairs to change the layout of the classroom to influence the learning situation. The teacher must see and hear on a continuous basis as well as speak frequently. Positions may vary from standing, sitting, or walking. On a rare occasion, it may be necessary to move quickly, run, etc. over smooth to uneven surfaces such as onasphalt, pea gravel, on the playground, or on the grass. The teacher must have manual dexterity to use office equipment, manipulate books and other learning materials, and assist students with various activities. The teacher must have repetitive movement of fingers and hands for keyboarding.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title, Fourth edition published by the US Department of Labor . click apply for full job details

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