POSITION DESCRIPTION

Title: Special Education Teacher – Transition

Location: Empower U

Classification: KIEA

Reports to and

Evaluated By: Administrator of Empower U

Terms of

Employment: 182 day position subject to all rules and regulations covering KIEA teachers

Positions

Supervised: None

BROAD STATEMENT OF RESPONSIBILITIES:

To provide comprehensive and specialized instruction to students in the Transition Program, ages 18-26 years old, that qualify for special education. Instruction will be provided across all environments including the classroom, community, building, job sites, and in the family’s home, if appropriate. The primary goal of the Community Transition Campus Teacher is to provide instruction and opportunities designed to maximize abilities of young adults to live as purposefully and independently as possible. The teacher will work collaboratively with all members of the program and community agencies to provide specially designed instruction in the areas determined by students’ Individualized Education Programs (IEPs).

DUTIES AND RESPONSIBILITIES:

1. Participate in the development and promotion of the special education philosophy of service and delivery.
2. Regular, reliable and punctual attendance is an essential function of the job.
3. Evaluate students’ skills in learning, behavior, and communication using formalized assessments.
4. Plan comprehensive educational program to develop academic, communication, social, and community skills for all students assigned to the class.
5. Develop individual instructional objectives for students based on assessments and regularly update these objectives based on students’ skill acquisition.
6. Provide direct instruction for students with disabilities, in the areas of academic skills, communication skills, social skills, and transition.
7. Collect, maintain, and analyze data relating to students’ acquisition of functional, community-referenced skills.
8. Cooperate in planning curriculum and instructional programs with other instructional and support personnel to encourage integrated team services for the students.
9. Establish methods to utilize functional behavior assessment to develop Positive Behavior Support Plans within the classroom in accordance with district policies and center program procedures.
10. Keep daily anecdotal records of students.
11. Direct Instructional Support Specialists assigned to the program/classroom.
12. Develop timely and compliant IEP’s for eligible students.
13. Document and share student progress on goals and objectives, accommodations, service time, and discipline/suspensions for all students on caseload.
14. Maintain an electronic log to document students’ goals and objectives, accommodations, and other IEP-related services.
15. Assess, teach, and modify instruction and curricula for students related to all of the following:
    1. Conduct informal and formal transition assessments and/or monitor the administration of transition assessments administered by staff to identify strengths, needs, preferences, and interests.
    2. Provide transition planning, instruction and coordination of transition activities for special education students.
    3. Develop individualized goals for students related to social relationships, cultural competence, self-determination, and transitions to postsecondary training, career/employment, community participation and community adult living.
    4. Collaborate with community businesses to establish vocational learning expectations and outcomes for work experiences and shadowing opportunities.
    5. Supervise, evaluate and coach students’ skills at vocational training sites.
16. Perform all other duties as appropriate and determined by Principal/Administrator.

KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:

1. Bachelor’s Degree in Education from an accredited university.
2. Special Education Certification with SLD, EI or CI Endorsement preferred.
3. Experience in working with special needs students.
4. Experience in delivering instruction in subject area content.
5. Ability to integrate technology into the curriculum.
6. Ability to communicate informational ideas in spoken and written language for clear understanding.
7. Ability to provide Highly Qualified (HQ) status.
8. Experience working in Center Programs, preferred.
9. Willingness to participate in all phases of the instructional program.
10. Ability to work constructively with parents, students, and staff.
11. Must pass criminal background check as required by School Safety Legislation.

The above is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties, responsibilities, or requirements.