Life Skills/Special Education Teacher

HAMPSHIRE REGIONAL HIGH SCHOOL High School Life Skills Special Education Teacher DESCRIPTION: The certified Special Education Teacher provides instructional and behavioral support to students with disabilities. The Special Education teacher also supports, plans, and develops programs aligned with students’ Individual Education Plans (IEPs) and assists regular education teachers with following IEPs. SUPERVISION: Works under the supervision of the Principal and the Pupil Services Director. Evaluated by the Principal or designee. JOB ENVIRONMENT: Work is performed within a secondary school environment in both special education and general education classrooms. Home visits and transition meetings at other locations may be necessary to ensure consistency of programming and carryover. PERFORMANCE RESPONSIBILITIES: Curriculum, Planning and Assessment Demonstrate knowledge of the developmental levels of students in the classroom and the different ways the students learn Design units and lessons with measurable objectives that are aligned to the state standards, common core, and adopted curriculum of the Hampshire Regional School District Coordinate, facilitate and supervise curriculum and specialized programming and support services in compliance with federal and state requirements for students with special needs in grades 7-12. This includes confer with parents, administrators, testing team, social workers and others to develop and write Individual Education Plans for students. Plan curriculum, lessons, and special education programs/interventions. Implement and provide consultation on effective instructional strategies and curriculum that align with the MA curriculum frameworks and Common Core as modified to meet the individual needs of children and instructional requirements of the Individual Education Plans. Evaluate and observe students as part of a multi-disciplinary team. Collect data, monitor progress, and modify general education programs. Collect and analyze data from various sources including formal and informal assessments, observations, performance evaluations and teacher reports. Write quarterly progress reports and year end evaluations based on collected data. Teaching All Students Maintain an integrated therapies model of intensive instruction and support that provides follow through for occupational, physical, and Speech/language therapy services, as well as assistive technology and other related services required for individual children to progress effectively. Provide appropriate direction to the teaching team for the facilitation of inclusion. Facilitate the positive transition, placement and curriculum planning for students with special needs into general education classroom activities. Schedule, plan and oversee student support in inclusive settings. Support student to prepare for statewide standardized testing with accommodations as dictated in the IEP. This includes making appropriate recommendation in the IEP for standardized and non-standard accommodations. Provide students with opportunities to explore life and career goals appropriately to their individual age and situation. Lead an advisory group and advocate for student needs Anticipate and respond appropriately to student misunderstandings, conflicts, differences and questions Life Skills Assists individual children in completion of personal care and daily living skills Ability to lift 50 pounds and transfer children to and from car seat/toilet Assists students in speech development, cognitive skills, self-help activities, gross and fine motor skills, social-emotional development, toileting, and vocational skills Works with appropriate school staff for personal care training and assistance Communicates with appropriate school staff about individual student needs while maintaining confidentiality Family and Community Engagement Maintain open and effective communication with parents, staff, and administration about student learning, progress and grades Participate actively in IEP, 504, SAC, and Pre-referral meetings Professional Culture Participate in and lead IEP team meetings, parent conferences, and case management staffing and transition meetings as needed. Participate actively in team/department/faculty meetings Continuously seek out ideas for improving practice and actively participate in professional development opportunities and the educator evaluation process Collaborate with colleagues to support students on IEPs, develop curriculum, analyze student performance, and plan interventions Observe and implement the rules and regulations established for the school as outlined in the school handbook and by administration Perform any other task/duty required or requested that is related to maintaining services and student records in compliance with Federal and state law, regulation, and policy. EDUCATION AND EXPERIENCE: MA License Moderate Disabilities 6-12 required MA License Severe Disabilities preferred Master’s Degree preferred, Bachelor’s Degree required Special Education teaching experience with students with disabilities Experience working with curriculum accommodations and modifications Experience with inclusion and de-escalation strategies Knowledge/experience with students with autism preferred Knowledge of services provided by or available from other agencies preferred Superior interpersonal skills/ability to communicate and interact with parents, staff, and students. Restraint Training preferred, and willingness to complete restraint training required. District CORI Check required before employment begins Federal Fingerprint Check required before employment begins Physical and Mental Requirements 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 position’s essential functions. Physical Demands: Little or no physical demands are required to perform the work. Work effort principally involves sitting to perform work tasks, with frequent periods of stooping, walking, and standing. There may also be some occasional lifting of objects such as books, office equipment and computer paper. Motor Skills: Duties may involve assignments requiring application of hand and eye coordination with finger dexterity and motor coordination. Examples include , using a personal computer or climbing a ladder. Visual/Auditory Skills: The employee is required to constantly read documents, personal computer screens and written reports for general understanding and routinely for analytical purposes. The employee must have the auditory ability to listen and comprehend. The employee is not regularly required to determine color differences.