Special Education Teacher (2025-2026 SY)

GENERAL RESPONSIBILITY: The Special Education Teacher is for providing students with learning activities and experiences designed to help them fulfill their educational potential. In collaboration with content teachers, the Special Education Teacher will develop or modify curricula and prepare lessons and other supplementary instructional materials appropriate to the students’ accommodations and modifications in Individualized Education Plans (IEPs). The Special Education teacher prepares snapshots, reflective of students’ IEPs, for content teachers and works in partnership with content teachers to ensure students’ needs are met. The Special Education teacher must be knowledgeable of and conduct responsibilities in alignment to federal and State regulations regarding special education services. PERFORMANCE RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The responsibilities listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities who are otherwise qualified to perform the essential functions. Student Learning: Possesses skills and experience in co-teaching, case management, behavior management, and intervention techniques. Skilled in the use of Functional Behavioral Assessment and Behavior Intervention Plans as well as writing Individualized Education Plans. Provides individual, group, and project-based learning instruction designed to meet individual needs and help students excel. Participates in departmental meetings, family engagement activities, and whole-school professional development opportunities. Assesses students’ skills to determine their needs and to develop teaching plans. Develops lesson plans, curricular materials, and supplementary materials compatible with the Nurses Middle College’s mission and vision, congruent with the State Standards and adapt lessons to meet the needs of students. Develops Individualized Education Programs (IEPs) for each student. Plans, organizes, and assigns activities that are specific to each student’s abilities. Teaches and mentors students as a class, in small groups, and one-on-one. Implements IEPs, assesses students’ performance, and tracks their progress. Updates IEPs throughout the school year to reflect students’ progress and goals. Discusses students’ progress with parents, teachers, counselors, and administrators. Supervises and mentors Teacher Assistants who work with students with disabilities. Prepare and help students transition from grade to grade. Works collaboratively in department and grade level teams to ensure student learning objectives. Collaborates with student support teams to develop, implement, and support assessment and interventions based on needs of students and on data/information provided by family, medical providers, social workers, and others. Supports students’ social, emotional, personal health, and academic growth; works collaboratively with student support services and grade level team to promote active listening, open communication, and problem-solving behaviors. Monitors effectively and collaboratively interventions and care plans of students to ensure that services are furnished accordingly, are adequate, or are appropriately adjusted. The Classroom Environment: Consistently, enthusiastically, and deliberately promotes and models the Nurses Middle College Pillars of Nursing: character, scholarship, compassion and empathy, professionalism. Creates an environment of respect and rapport by managing relationships with students and ensuring that relationships among students are positive and supportive. Establishes a culture for learning and serious scholarship that reflects the educational importance of the work undertaken by students and teachers; holds high expectations supported through verbal and nonverbal behaviors for both learning and participation that supports students’ interests, talents and needs. Establishes and monitors routines and procedures for the smooth operation of the classroom and efficient use of time; maintains a neat, clean, and orderly classroom that supports and encourages student learning with minimal distractions/interferences. Supervises and is responsible for an orderly and business-like classroom where standards and expectations are explicitly clear, and safety is always a priority; corrects and supports professional behavior expectations in a respectful manner; uses non-discriminatory practices in all activities. Monitors, supervises, expects, and contributes positively to the school environment where professional behaviors are required at all times. Respects and honors confidentiality. Establishes and maintains standards of student behavior and professionalism expected by the school and the healthcare profession; communicates effectively to encourage growth and opportunities for remediation as needed. Instruction: Communicates with expressive and academic language clear goals for learning, explicit directions and expectations, thorough and scaffolded content connected to real-world and student interests; allows opportunities for students to contribute to discussions and extend their learning; anticipates possible student misunderstandings. Uses high quality questions and techniques that deepen student understanding and develop critical thinking skills. Encourages and provides opportunities for independent thinking and originality. Employs techniques that stimulate critical (or divergent) thinking and problem solving. Engages students to become intellectually active in learning important and challenging content and developing understanding through cognitive challenge. Uses instructional pedagogies, activities, groupings, materials and resources with attention to pacing and with optimal student engagement and learning as the target goal. Uses a variety of current technologies to enhance instruction and to advance students’ technological literacy. Employs formative assessment techniques to guide instruction and interventions; uses data effectively to communicate students’ strengths and weaknesses. Aligns assessments with intended use, reflecting sufficient items at multiple DOK levels, and scored objectively and collaboratively. QUALIFICATIONS: Current B.C.I. Proof of U.S. Citizenship, residency or work visa required. Bachelor’s degree in Education or Special Education. Current and active State Department of Education’s Secondary Education certification and highly qualified status in content area as specified and mandated by the State’s Department of Education. Knowledgeable of all federal, state and local laws and regulations pertaining to the education of students with disabilities and the special education services that would benefit them. Self-starter who is detail oriented. Meticulous attention to data collection and data analysis to drive decision making. Ability to communicate effectively verbally and in writing. Ability to establish and maintain effective working relationships with students, staff, families, and the community. Proficient in PowerSchool or other Student Management System (SMS) Remains current regarding changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field to ensure quality leadership. Takes responsibility for behavior, mistakes and results, learns from successes and failures, and teaches others to do the same. Manages time and resources effectively, prioritizing efforts according to organizational goals. Consistently demonstrates respect and appreciation for others by empathizing, valuing their time and contributions, and being available and responsive to their needs. Seeks constructive feedback and other opportunities for self-development. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Duties are normally performed in a school/classroom environment. Duties also apply when on a field trip away from school.The noise level in the work environment is usually moderate. AMERICANS WITH DISABILITIES ACT STATEMENT: External and internal applicants, as well as position incumbents who become disabled, must be able to perform the essential job specific functions (listed within each job specific responsibility) either unaided or with the assistance of a reasonable accommodation to be determined by the organization on a case-by-case basis. EVALUATION: Performance will be evaluated in accordance with the provisions of the Nurses Middle College’s policy on evaluation of staff. I acknowledge that I have received and read this job description. I further acknowledge the responsibilities of this position. I understand that my job responsibilities, as outlined in said job description, may be modified any time at the direction and discretion of the Principal or Chief Executive Officer (CEO).