Special Education Teacher- Structured Learning Class (SLC) at ESC Region 11

Job Title: Special Education Teacher-Structured Learning Class (SLC)Exemption Status/Test: Exempt/ProfessionalReports to:Campus PrincipalWork Days: 169Primary Purpose:Provide students with disabilities appropriate learning activities and experiences designed to help them achieve educational progress related to their intellectual communication emotional social physical and self-help skills. Develop modified curricula and other instructional materials to address each students ability level.Qualifications:Education/Certification:Bachelors degreeValid Texas teaching certificate in Special EducationKnowledge of academic subject assignedDemonstrated proficiency in creation implementation and progress monitoring of specially designed instructionAbility to individualize instruction to prepare students for participation in Least Restrictive Environments (LRE) to the maximum extent possibleMust be physically capable of implementing student restraint as a last resort for safetyMental Demands/Physical Demands/Environmental FactorsMaintain emotional control under stressSpecial Knowledge/Skills:Knowledge of special needs of students in assigned areaKnowledge of Admission Review and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementationKnowledge of how to adapt curriculum and instruction for special needsEffective communication skills***CERTIFIED FULL-TIME SPED TEACHER CAN BE ELIGIBLE TO RECEIVE $4000 STIPEND***Major Responsibilities and Duties:Instructional StrategiesProvide students with disabilities appropriate learning activities and experiences designed to help them achieve educational progress related to their intellectual communication emotional social physical and self-help skillsDevelop modified curricula and other instructional materials to address each students ability levelThis instructional setting offers specially designed instruction for children with autism and/or other communication disorders who require support to build functional language/communication and functional behavior skillsThe primary emphasis is on language/communication and behavioral needs starting at the preschool level with increased emphasis on academic support and functional routines at the elementary and middle school levelsThe classroom environment is highly structured and incorporates positive behavior supports and instructional strategies in alignment with the principles of Applied Behavior AnalysisStudents participate in activities with their non-disabled peers with support as appropriate to help generalize skills learned in the SLC classroom. SLC classrooms are arranged to provide maximum opportunity for intensive specialized instruction on the prerequisite level of the academic TEKSElementary Positions: Elem Self Contained 1 8 or Generalist/Core EC 6Middle School Positions: Generalist/Core 4-8 or EC 6Collaborate with parents and other staff members to develop Individualized Education Programs (IEPs) through the ARD/IEP Committee process including attendance at ARDC meetingDevelop and implement lesson plans that fulfill the requirements of the students IEPs and reflect the Districts established curriculum; demonstrate written evidence of preparation as requiredPrepare lessons that reflect accommodations for differences in student learning styles/needs including activities materials and equipmentUse technology (including assistive technology) to strengthen the teaching/learning processPlan and supervise assignments for teaching assistants and volunteersConduct ongoing assessment of student achievement through formal and informal testingBe a positive role model for students support mission of school districtHelp students develop independence and self-advocacy skillsAssume responsibility for extracurricular activities as assignedCreate classroom environments conducive to learning and appropriate for the physical social and emotional development of studentsTake all necessary and reasonable precautions to protect students equipment materials and facilitiesProvide positive behavioral supports to manage student behavior in accordance with Student Code of Conduct and Student HandbookEstablish and maintain open communications by conducting conferences with parents student related service providers principals and teachersUse effective verbal and written communication skills with students parents and colleaguesMaintain a professional relationship with colleagues students parents and community membersCompile maintain and file all reports records and other documents required for District and TEA complianceParticipate in professional development activities to improve job-related skillsKeep informed of and comply with federal state District and school regulations and policies related to the delivery of special education servicesAttend and participate in faculty meetings and serve on staff committees as requiredLeadership Prep School retains the right to adjust the responsibilities and assignments of all positions as needed to meet the needs of the DistrictEmployees are expected to interact in a manner that is becoming of educators and promotes high levels of productivity for the benefit of the students we servePhysical demands include: frequent standing stooping bending kneeling pushing pulling lifting and transferring students to and from wheelchairs and assisting with positioning students with physical disabilitiesThe Special Education Department maintains an expectation that all staff will assume shared responsibility for the health safety and confidentiality of all students and adults; which may include implementing supporting and documenting behavioral intervention strategies and/or providing school health related and personal care servicesMental Demands/Physical Demands/Environmental Factors:Tools/Equipment Used: Personal computer and peripherals and other instructional equipmentPosture: Prolonged standing; frequent kneeling/squatting bending/stooping pushing/pulling and twistingMotion: Frequent walkingLifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities control behavior through physical restraint assist non-ambulatory students and lift and move adaptive and other classroom equipment; may work prolonged or irregular hoursEnvironment: Exposure to biological hazardsMental Demands: Maintain emotional control under stressThis document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Key Skills Client Server,FMCG Sales,Land Survey,Facilities,Labouring Employment Type : Full-Time Experience: years Vacancy: 1