Elementary Special Education Teacher

Primary Purpose:

To provide special education students with learning activities and experiences aimed at helping them reach their full potential in intellectual, emotional, physical, and social growth. Responsibilities include developing or modifying curricula, preparing lessons, and creating instructional materials that align with students' ability levels. Work may be conducted in a self-contained, team, departmental, or itinerant capacity as assigned.

Qualifications:

• Education/Certification:
• Bachelor’s degree from an accredited university.
• Valid Texas teaching certificate with required special education endorsements for the assignment.
• Special Knowledge/Skills:
• Understanding of the special needs of students in the assigned area.
• Familiarity with the Admission, Review, and Dismissal (ARD) Committee process and the Individual Education Plan (IEP) goal-setting and implementation process.
• Ability to adapt curriculum and instruction to meet special needs.
• Effective communication skills.
• Experience:
• Student teaching, approved internship, or related work experience.

Major Responsibilities and Duties:

Instructional Strategies:

1. Collaborate with students, parents, and staff to develop IEPs through the ARD Committee process for each assigned student.
2. Implement instructional, therapeutic, or skill development programs for assigned students, providing written evidence of preparation as required.
3. Conduct assessments of student learning styles. Plan and utilize appropriate instructional strategies, activities, materials, and equipment reflecting an understanding of the students' learning styles and needs.
4. Present subject matter effectively in accordance with IEP guidelines.
5. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
6. Participate regularly in ARD Committee meetings.
7. Take part in the selection of books, equipment, and instructional media.

Student Growth and Development:

1. Conduct ongoing assessments of student achievement through formal and informal testing.
2. Provide or supervise personal care, medical care, and feeding of students as outlined in the IEP.
3. Assume responsibility for extracurricular activities as assigned and sponsor outside activities approved by the campus principal.
4. Consult with district and external resource individuals regarding educational, social, medical, and personal needs of students.

Classroom Management and Organization:

1. Create a classroom environment conducive to learning, supporting students' physical, social, and emotional development.
2. Manage student behavior and administer discipline, including intervening in crisis situations and physically restraining students when necessary according to the IEP.
3. Consult with classroom teachers regarding the management of student behavior according to the IEP.
4. Take necessary precautions to protect students, equipment, materials, and facilities.
5. Plan and assign tasks to teacher aides and volunteers, overseeing their completion.

Other Responsibilities:

1. Maintain open communication by conducting conferences with parents, students, principals, and teachers.
2. Foster professional relationships with parents, students, and colleagues.
3. Engage in staff development activities to enhance job-related skills.
4. Stay informed and comply with federal, state, district, and school regulations and policies for special education teachers.
5. Complete computerized reports, records, and other required documentation.
6. Attend and participate in faculty meetings and serve on staff committees as required.
7. Follow district safety protocols and emergency procedures.
8. Perform other duties as assigned.

Supervisory Responsibilities:

• Direct the work of instructional aides.

Mental Demands/Physical Demands/Environmental Factors:

• 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, controlling behavior through physical restraint, assisting non-ambulatory students, and moving adaptive and classroom equipment; may involve prolonged or irregular hours.
• Environment: Exposure to biological hazards.
• Mental Demands: Maintain emotional control under stress.