Job Title:                           Junior High School Special Education Teacher for Structured, Behavior-Focused Setting                                            (Launch) (2024-2025) 

Exemption Status/Test:   Exempt/Professional         

Date Revised:                   April  -2025

Reports to:                       Principal                                            

Dept./School:                  Junior High School Campus   

Grades:                            4-8      

Position Open Until Filled

Primary Purpose:

Provide special education students with academic instruction, academic learning activities, and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lesson plans and other instructional materials to match student ability and learning levels. Provide consistent structure, research-based interventions, and instruction in the areas of social/emotional development and self-regulation.

Qualifications:

Education/Certification:

Bachelor’s degree from an accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

Knowledge of the special needs of students in assigned area(s).

Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan

Plan (IEP) goal-setting process and implementation

Knowledge of how to adapt curriculum and instruction for special needs

Knowledge of research-based behavioral strategies

Experience in a structured, behavior-focused setting preferred

Effective communication skills & the ability to successfully collaborate with multiple Teachers and Administrators

CPI certification preferred

Experience:

One-year student teaching or approved internship

Major Responsibilities and Duties:

Instructional Strategies

1. Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
2. Implement an instructional, therapeutic, and skill development program for assigned students and show written evidence of preparation as required.
3. Conduct assessment of student learning styles. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned.
4. 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
5. Work cooperatively with multiple classroom teachers to modify regular curricula as needed and assist special education–identified students in regular classes with assignments.
6. Participate in ARD Committee meetings on a regular basis.
7. Participate in the selection of books, equipment, and other instructional media.

Student Growth and Development

1. Conduct ongoing assessments of student achievement and progress in other areas (social, emotional, behavioral, etc.) through formal and informal testing.
2. Provide and/or supervise personal care, medical care, and feeding of students as stated in IEP.
3. Collaborate with district staff regarding the educational, social, medical, and personal needs of students.
4. Record and maintain data regarding student progress.

Classroom Management and Organization

1. Create a classroom environment conducive to learning and for the physical, social, and emotional development of students.
2. Manage student behavior and administer discipline including intervening in crisis situations through de-escalation techniques and, if necessary, physically restraining students.
3. Consult with classroom teachers regarding the management of student behavior.
4. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
5. Plan and assign work/tasks for teacher aide(s) and volunteer(s) and oversee completion.

Other

1. Establish and maintain open communication by actively participating in conferences with parents, students, principals, and teachers.
2. Maintain professional relationships with parents, students, and colleagues.
3. Participate in staff development activities to improve job-related skills.
4. Stay informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
5. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
6. Attend and participate in faculty meetings and serve on staff committees as required.

Supervisory Responsibilities:

Direct the work of instructional aide(s).

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 and potential running

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/move adaptive equipment and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards

Mental Demands: Maintain emotional control under stress