Class Title:Special Education Elementary ConnectionsDepartment:SchoolClassification:Teacher - 183 daysImmediate Supervisor: Principal and/or Assistant Principal, Director of Pupil Personnel and/or Assistant Director Pupil Personnel Services Class DescriptionPositive Behavior Support is done for the purpose(s) of providing support to the instructional process with specific responsibility for facilitating instruction for special education students with social, emotional and behavioral disorders; supervising students within the classroom and other assigned areas; coordinating curriculum and intervention activities; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, professional staff, and administrators in addressing instructional and classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.ESSENTIAL DUTIES and RESPONSIBILITIES:Adheres to the policies and related directives of the East Providence School Department.Seek opportunities for the integration of the curriculum of other disciplines.Promotes the attainment of the District’s Mission Vision and Strategic Plan.Displays strong and deep knowledge of the philosophical foundations and content of the curriculum.Applies current research-based best instructional practices and strategies to deliver specialized instruction for students with behavioral and social emotional challengesManages student behavior (e.g. encouragement and corrective systems, supervision and monitoring routines, instructional interventions, etc.) for the purpose of providing a safe and optimal learning environment. Provides outlets and avenues for students experiencing social/ emotional/ behavioral responses (e.g. safe areas, deescalating rooms, etc.) for the purpose of reducing stress and encouraging positive expressions. Develops individual education plan goals and other written materials for student IEPs for the purpose of establishing strategies/opportunities for student success.Adheres to special education policies, completes relevant paperwork, presents assessment data and attends and actively contributes to special education meetings.Plans and prepares lessons to optimize student learning.Promotes deep understanding of content by addressing unique learning styles, adapting instruction to meet the needs of all students, engaging students in rigorous learning experiences using effective questioning techniques and relating instruction to the student’s life and to prior and future learning.Designs and implements Individual Educational Programs to meet the unique needs of students with disabilities and completes IEP progress reporting in a timely fashion.Reinforces strong student effort and excellent student work products.Facilitates student learning through the use of various collaborative grouping structures that are appropriate to the instructional task.Requires students to regularly engage in high-level activities, including but not limited to application and analysis of information.Administers and interprets various types of assessments. Implements behavior intervention plans for the purpose of providing an effective program that addresses individual student requirements. Maintains accurate student records as a result of the monitoring of regular formative and summative assessment of curriculum attainment; adjusts instruction for individuals and groups of students.Communicates regularly with students and parents regarding student academic, behavioral and social emotional functioning; communicates immediately with both when there are concerns.Considers student voice in establishing and enforcing effective and positive classroom rules and procedures designed to ensure safety and enhance learning.Organizes all facets of the instructional delivery system so that all equipment and instructional tools are ready for use, and ensures smooth transitions, maximized time on task and guarantees the efficient distribution of resourcesThorough knowledge of federal and state special education laws governing children with disabilities.Integrates technology to more effectively deliver the curriculum and specially designed instruction.Communicates high and clear expectations.Assists students in monitoring their own progress and ownership of learning.Contributes to collaborative planning activities.Consults and collaborates regularly and professionally with colleagues, students and parents regarding student academic, behavioral and social emotional functioning.Takes responsibility for personal professional growth.Participates in school events and in school and/or professional developmentSupervises and assists with the evaluation of paraprofessionalsOther duties as assigned by Building Principal or Director and/or Assistant Director of PPS.OTHER SPECIALIZED SKILLS THAT MAY BE REQUIREDBehavioral Theory NCII (Required Training/Self Paced)Certified or willing to be certified in CPI-Non-Violent Physical Crisis Intervention.Expertise in the use of progress monitoring tools to track students’ progress and to guide instruction and services.Familiarity with and ability to use a variety of adaptive technologiesDemonstrated ability and success in working collaboratively with large educational teamsMINIMUM QUALIFICATIONSEducation and Experience:Bachelor’s Degree or higher.3-5 years of experience is preferred.Must possess a valid Rhode Island Department of Education (RIDE) certification as a Special Education TeacherMust possess a high degree of tact, diplomacy and confidentiality.Must be detail oriented with good organizational skills.Must be proficient with computers.PHYSICAL DEMANDSThe physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee must be able to work in a variety of physical positions, including, but not limited to, sitting, standing, stretching, and walking. The employee is regularly required to talk and/or hear.The employee is frequently required to use a hand handle or feel. The employee must be able to do physical activities such as, but not limited to, lifting and/or moving up to ten (10) pounds, and occasionally lift items slightly over ten (10) pounds. The use of a step stool may be required to reach the top drawer of a filing cabinet as necessary. Specific vision abilities include close vision.WORK ENVIRONMENTThe work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The duties listed above are intended only as illustrations of the various types of work that may be performed and is not a comprehensive listing of all functions and tasks performed by positions in this class. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or logical assignment to the position.