The Special Education Teacher reports to the School Principal of the assigned CHP School and will provide quality services to special education students grades Kindergarten through twelfth grade, through a commitment to team participation in planning and implementation of student programs including special instruction, tutorial assistance, and consultation to general education staff.
I. ESSENTIAL DUTIES AND RESPONSIBILITIES
The following is an explanation of the duties of the Special Education Teacher. It includes the major highlights of the requirements of the position. There should be a clear understanding that the duties outlined below are not all-encompassing. Additional responsibilities may be assigned to the Special Education Teacher as required.
A. Teaches classes at the preschool, primary, elementary, or secondary level, in academic, elective, or special subjects, within a specific area of special education.
B. Provide direct and indirect instructional support to students in a positive environment.
C. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
D. Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
E. Teach socially acceptable behavior, as determined by the student’s individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
F. Modify the general education curriculum for students with disabilities based on a variety of instructional techniques and technologies.
G. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
H. Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
I. Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
J. Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
K. Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
L. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
M. Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
N. Provide crisis intervention, as needed, for students and those in inclusive classrooms.
O. Assist in the collection of data for providing appropriate classroom interventions.
P. Serve as a member of a multidisciplinary team as appropriate.
Q. Assist in the preparation of data for local, state, and federal reports.
R. Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
S. Perform related work as required.
II. PROFESSIONALISM
A. Interpersonal/Teamwork
1. Maintains positive and professional relationships with colleagues, children and parents.
2. Contributes as a team member and actively collaborates with others to meet the mission and goals of CHP Schools.
B. Work Habits
1. Knowledgeable and supportive of Schools policies and procedures, including those in the Policy and Procedure Manual, and implements them consistently.
2. Knowledgeable of laws, regulations, and standards pertinent to his or her work and demonstrates compliance.
3. Demonstrates integrity by striving for safe and effective service delivery, as well as accurate, timely, and complete documentation.
4. Contributes to maintaining a ‘Culture of Safety’ for students, parents, colleagues, and visitors.
5. Reports to work, as well as all meetings and appointments, in a timely manner.
6. Dresses appropriately and professionally based on scheduled activities of the given day. Strives to serve as a role model to clients.
C. Professional Development
1. Participates in individual supervision as scheduled by supervisor.
2. Accepts and follows suggestions, directives, and requests to perform additional duties willingly and flexibly.
3. Consults his or her supervisor or others, as appropriate, for collaborative problem-solving.
4. Exercises sound judgment, knowledge, and creativity in decision-making.
5. Takes on personal development and building a learning environment.
6. Completes and demonstrates competency in all mandatory trainings as identified by the organization including knowledge of child and adolescent growth and development.
7. Participates in additional training as identified in supervision or by external licensing, contractual, and accreditation organizations.
