Primary Purpose:

Provides homebound students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth.  Facilitates delivery of and provision of lessons prepared by the Teacher of Record to students on homebound. Works in itinerant capacity as assigned.

Education / Certification:

1. Bachelor’s degree from an accredited university.
2. Valid Texas teaching certificate with required special education endorsements for assignments.
3. Teaching certification held in multiple areas is preferred.

Special Knowledge / Skills:

1. Knowledge of special needs of students in assigned area.
2. Knowledge of Admission, Review, and Dismissal (ARD) Committee/504 process and Individual goal setting process and implementation.
3. General knowledge of curriculum and instruction. 

Experience / Other Requirements:

1. At least one year of student teaching or an approved internship.

 Major Responsibilities and Duties:

Instructional Strategies

1. Collaborates with students, parents, and other members of staff to coordinate services to be delivered.
2. Implements an instructional, therapeutic, or skills development program for assigned students and shows written evidence of implementation as required.
3. Coordinates with campus staff to obtain the Homebound Needs Assessment required for services. Review Homebound Evaluation by Medical Professional to ensure services align with recommendations.
4. Update campus personnel regarding changes in homebound status.
5. Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
6. Works cooperatively with classroom teachers to collect materials as needed and implement lessons in the home.
7. Participate in ARD Committee meetings on a regular basis.
8. Present subject matter according to guidelines established by IEP.
9. Employs a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
10. Uses technology in teaching/learning process.

Student Growth and Development

1. Conducts ongoing assessments of student achievement through formal and informal testing.
2. Is a positive role model for students and supports the mission of the school district.

Classroom Management and Organization

1. Identifies ways to adapt the home environment to make it conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior as outlined in IEP.
3. Consults district and outside resources regarding education, social, medical, and personal needs of students.
4. Takes all necessary and reasonable precautions to protect students, equipment, and materials.
5. Assists in selection of books, equipment, and other instructional materials.

Communication

1. Establishes and maintains open communication by conducting conferences with parents, students, principals, and teachers.
2. Maintains a professional relationship with colleagues, students, parents, and community members.
3. Uses effective communication skills to present information accurately and clearly.

Other

1. Participates in staff development activities to improve job-related skills.
2. Keeps informed of and complies with federal, state, district, and school regulations and policies for special education teachers.
3. Compiles, maintains, and files all physical and computerized reports, records, and other documents required.
4. Attends and participates in faculty meetings and serves on staff committees as required.
5. Responsible for properly maintaining district records, adhering to all policies set forth by the district for records maintenance and learning the records retention schedule for department records.
6. Performs other duties as assigned.

Working Conditions:

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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Maintains emotional control under stress.
2. Frequent standing, stooping, bending, kneeling, pushing, and pulling.
3. Moves small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment.
4. Exposure to biological hazards.
5. Frequent district wide travel.