GENERAL RESPONSIBILITIES
Under the direction of the Director of Education, the Special Education Teacher plans and provides for appropriate learning experiences for students with disabilities. The Special Education Teacher writes, monitors and implements the IEP for each student in their classroom. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the curriculum to the greatest extent possible with supplemental aides, accommodations, and other necessary supports.

ESSENTIAL FUNCTIONS:
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)

• Provide direct and indirect instructional support to students in a positive environment. Employ special educational strategies and techniques during instruction to improve the development of academic, vocational, daily living, sensory and perceptual motor skills, language, cognition, and memory.
• Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual education plans. Administers first aid and daily living assistance (toileting, mealtime etc.) for the purpose of providing appropriate care for children as assigned.
• Teach socially acceptable behavior, as determined by the students' individualized education plan (IEP's) by employing techniques in an overall positive behavioral support system.
• Advises parents and/or legal guardians of student progress for the purpose of communicating expectations, student's achievements, developing methods for improvement and/or reinforcing classroom goals in the home environment.
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
• Confer with parents, administrators, testing specialist (public school designated representative), therapists, and other professionals to develop individualized education plans (IEP's) designed to promote students' educational, physical, and social/emotional development.
• Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, school district policy, and administrative regulations.
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
• Provide Crisis Intervention, as needed, for students as outlined in their behavioral support plans.
• Assist in the collection of data for providing appropriate classroom interventions.
• Serve as a member of the multidisciplinary team as appropriate. Assist in preparation of data for local, state, and federal reports.
• Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student needs.
• Instruct students for the purpose of improving their success in academic, interpersonal and daily living skills.
• Monitors students' in a variety of educational environments (classroom, field trips, multisensory room, arcade, cafeteria, etc.) for the purpose of providing a safe and positive learning environment.
• Prepares a variety of written materials (e.g. adaptive materials, grades, attendance, anecdotal notes, IEP's, behavioral logs, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Reports incidents (e.g. suspected child abuse, suspected neglect, health concerns, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to state and federal laws and school policy.
• Perform related work as required.
• Supervise classroom assistants and provide instruction to assist them in teaching the students.

JOB REQUIREMENTS: MINIMUM QUALIFICATIONS
Skills, Knowledge, and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments, operating standard office equipment including using pertinent software applications, and preparing and maintaining accurate records.
The successful candidate will demonstrate knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities. The successful candidate will have a solid background on instructional techniques for students with significant cognitive and behavioral needs; understand that every student has individual differences in ability, personality, and interests. The candidate will also demonstrate the ability to provide positive behavioral supports to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work collaboratively with other professionals, colleagues, the Director of Education, parents, students, and members of the community.

KNOWLEDGE is required to compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes of conduct as outline in Orange Grove School policies, regulations and/or laws for the delivery of Special Education services; age appropriate activities, lesson plans requirements, behavioral management strategies, understanding the Individualized Education Plan and required components, formal and informal assessment instruments used to assess students. Understanding of the components of an online IEP database (e.g. EasylEP, GolEP, etc.) will be helpful.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of various types and/or purposes; and utilize job-related equipment. Problem solving is required to analyze issues and crate action plans. Ability to problem solve using data frequently to make decisions; requires independent interpretation to analyze results to make appropriate educational programmatic decisions for individual students. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships, adapting to changing work priorities, maintaining confidentiality, exhibiting tact and patience, and working flexible hours.