Special Education Teacher - Fort Collins, United States - McKinney ISD

Description

JOB DESCRIPTION:
PRIMARY PURPOSE: Provide special education students with specially designed instruction through the development of appropriate learning activities and experiences designed to implement the individual education plan (IEP) developed by individual student ARD committees.


ESSENTIAL FUNCTIONS:
MAJOR RESPONSIBILITIES AND DUTIES :

Instruction Collaborate with parents and other professional staff to develop IEPs through the ARD Committee process for each student assigned.

This includes, but is not limited to:

• Collecting student data to develop present level of academic and functional performance (PLAAFP) statements
• Develop goals and objectives that are based on the student's PLAAFP and reflect the student's need for specially designed instruction
• Using student data, develop recommended accommodations and modifications to the ARD committee to be implemented in general education settings
• Collect and maintain data related to the implementation of the student's IEP as required by the district
• When appropriate, support the development and implementation of a positive behavior support plan, or a functional behavioral assessment and a behavior intervention plan

Use professional judgment to select and implement appropriate, district approved instructional strategies or programs that align with the student's IEP and need for specially designed instruction
Work cooperatively with general education classroom teachers to support the implementation of accommodations or modification as determined by the student's ARD committee
Work cooperatively with other professional service providers to implement student IEPs.
Develop and implement daily lesson plans that reflect the student IEPs and need for specially designed instruction
Implement assigned special education program according to guidelines established by TEA, MISD Board policy, MISD administrative regulations, and district and campus policy
Plan and supervise assignments of teacher aide(s) as directed by campus or district level administratorsUse technology to strengthen the teaching/learning process

Student Growth and Development Use professional judgment to select appropriate, district approved assessment tools (formal and informal) to monitor student progress on IEP goals and objectives
Provide or supervise IEP related services such as personal care, medical care, hygiene care, and feeding of students as required by the IEP
Maintain student data (e.g., scatter plot data, ABC data, progress monitoring) as required by the district to document student growth on IEP goals and objectives

Classroom Management and Organization Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students with disabilities
Manage student behavior in accordance with Student Code of Conduct and student handbook. This includes intervening in crisis situations and the ability to physically restrain students as prescribed by SB 1196
Implement positive behavior support plans or behavior interventions plans (BIPs) with fidelity
Consult with campus administrators and general education classroom teachers regarding the implementation of a positive behavior support plans or behavior intervention plans in multiple school settings as outlined by an individual student's IEP
Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities

Communication Issue IEP progress reports at the intervals required by the individual student's IEP
Establish and maintain a professional relationship and open communication by conducting conferences with parents, students, principals, and teachers.
Maintain a professional relationship with colleagues, students, parents, and community members.
Use effective communication skills to present information accurately and clearly.

Professional Growth and Development Participate in staff development activities designed to improve and build professional skills in the following areas:

• Teaching English language and reading skills to students with disabilities in need of specially designed instruction
• Teaching math skills to students with disabilities in need of specially designed instruction
• Teaching social skills to students with disabilities in need of specially designed instruction
• Teaching functional skills to students with disabilities in need of specially designed instruction
• Teaching communication skills to students with disabilities in need of specially designed instruction
• Understanding the function of behaviors and implementing strategies to decrease maladaptive behaviors and to increase appropriate behaviors

Annually renew Non-violent Crisis Prevention and Intervention (CPI) certification regardless of current job assignment
Annually attend staff development related to the use of electronic systems used to prepare and store documents related to ARD/IEP development
Annually attend staff development related to the development of PLAAFPs and standard based IEPs
Maintain professional relationship with colleagues, students, parents, and community members.

Other Accurately prepare assigned ARD/IEP documents and participate in ARD Committee meetings in a professional manner.
Disseminate ARD/IEP documents to parents and other professional staff within guidelines prescribed by the district
Based on teaching assignment, maintain and submit documentation required for the District's Medicaid billing program at required reporting periods
Keep informed of and comply with federal, state, district, and school regulations and policies for classroom teachers.
Compile, maintain, and file all reports, records, and other documents required.
Attend and participate in faculty meetings and serve on staff committees as required.

SUPERVISORY RESPONSIBILTIES: Direct the work of assigned instructional aide(s) to ensure their support of specially designed instruction.

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used:
Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students

Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion :
Frequent walking and teaching

Lifting: Frequent light lifting and carrying (less than 15 pounds); Occasional heavy lifting (45 pounds or over) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment. Also may require some "on the floor" activities with very young or physically disabled students. The Applicant may be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students.

Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (bacteria, communicable diseases) In addition, some students will need assistance with personal hygiene including toileting and diapering. Applicant will be routinely exposed to biological hazards and bodily fluids associated with toileting and diapering. Applicant may also be routinely exposed to students who exhibit physical and verbal aggression toward staff that is directly linked to the child's disability. The applicant would be expected to routinely assist in the implementation of individualized behavior intervention plans that are designed to decrease the aggressive behaviors.

Mental Demands: Work with frequent interruptions; maintain emotional control under stress
PREFERRED KNOWLEDGE, SKILLS,


ABILITIES AND EXPERIENCE:
One year student teaching or approved internship


REQUIREMENTS:
Education/Certification: Bachelor's degree from an accredited college or university
Valid Texas teaching certificate with required endorsements or training for subject and level assigned
Demonstrate competency in the core academic subject area assigned
Valid ESL Supplemental certificate required for all elementary content teachers, all Special Education teachers, and secondary ELAR teachers.
Valid ESL Supplemental certificate preferred, but not required, for all other secondary content area teachers.
Meets No Child Left Behind Highly Qualified Requirements
Willingness to obtain multiple certifications

Special Knowledge/Skills: Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
Knowledge of special needs of students in assigned area
Knowledge of how to adapt curriculum and instruction for special needs
Ability to instruct students and manage their behavior
Strong organizational, communication, and interpersonal skills
Attend training and gain certification in Non-violent Crisis Intervention training (CPI) and maintain that CPI certification annually