Job Title: HS SPED or English Teacher/Head Volleyball Coach

Exemption Status/Test: Exempt/Dual-Assignment Contract

Reports to: Principal Date Revised: 02/11/2025

Dept./School: Florence High School

Primary Purpose:

English:

Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.

Special Education:

Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

Qualifications:

English Certification:

Bachelor’s degree from accredited university

Valid Texas teaching certificate with required endorsements

• English Language Arts and Reading:

Grades 7-12
Grades 8-12
English Language Arts, Composite

Demonstrated competency in the core academic subject area assigned

SPED Education/Certification:

Bachelor’s degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignment

Special Knowledge/Skills:

Knowledge of special needs of students in assigned area

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation

Knowledge of how to adapt curriculum and instruction for special needs

Effective communication skills

Experience:

Student teaching, approved internship, or related work experience

Major Responsibilities and Duties:

Instructional Strategies

English:

• Develop and implement lesson plans that fulfill the requirements of district’s curriculum program and show written evidence of preparation as required. Prepare lessons that reflect accommodations for differences in individual student differences.
• Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to the guidelines established by Texas Education Agency, board policies, and administrative regulations.
• Conduct assessment of student learning styles and use results to plan instructional activities.
• Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).
• Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
• Plan and assign work to instructional aide(s) and volunteer(s) and oversee completion.

Special Education:

• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
• Conduct assessment of student learning styles. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
• Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned
• Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
• Participate in ARD Committee meetings on a regular basis.
• Participate in selection of books, equipment, and other instructional media.

Student Growth and Development

• Conduct ongoing assessments of student achievement through formal and informal testing.
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal.
• Be a positive role model for students by supporting the mission of the school district.
• Provide or supervise personal care, medical care, and feeding of students as stated in IEP, if applicable.
• Consult district and outside resource people regarding education, social, medical, and personal needs of students, if applicable.

Classroom Management and Organization

• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP, if applicable.
• Consult with classroom teachers regarding management of student behavior according to IEP, if applicable.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion.
• Compile, maintain, and file all reports, records, and other documents required.
• Assist in selecting books, equipment, and other instructional materials.

Other

• Establish and maintain open communication by conducting conferences with parents, students, principals, teachers and community members.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers, if applicable, or policies for classroom teachers, if applicable.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

Direct the work of instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors may include the following:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards; may work inside or outside, regular exposure to noise

Mental Demands: Maintain emotional control under stress