ESSENTIAL FUNCTIONS OF THE POSITION

• Provide specialized instruction to pupils to meet the goals and objectives as developed in the students’ Individualized Education Programs (IEPs).
• Prepare standards-based lesson plans, materials, and classroom strategies as appropriate for the students’ level(s) of functioning and prepare schedules and timelines to implement classroom activities.
• Develop the instructional portion of the IEP for each student, including assessing present levels, writing appropriate, standards-based goals and objectives, and participating in the IEP meeting.
• Use effective classroom and/or behavior management techniques to achieve a safe and functional learning atmosphere for all students. This includes creating appropriate room displays, bulletin boards, and/or interest/learning centers and providing a more structured token economy system when necessary.
• Observe and make ongoing evaluation of students’ academic and social growth, keep appropriate records, prepare progress reports, and communicate with parents on the individual student’s progress.
• Mainstream students into appropriate integrated settings for maximum interaction with peers.
• Cooperate and confer with the principal/assistant principal, Support Services staff, outside agencies, other professional staff members, and/or parents regarding the needs of the students in the classroom.
• Plan, coordinate, and monitor the work of the instructional aide(s) in the room. Additionally, provide direction or training for the instructional aides as necessary to support the individual needs of the students in the classroom.

 

• Maintain professional competence and credentialing status through participation in professional development and/or professional growth educational activities.
• Serves as a member and may chair IEP meetings. Maintains student records in accordance with state, federal, and local regulations.
• Performs other duties and responsibilities as required by the by the Superintendent or designee, in order to accomplish the goals and objectives of the district.

 
Other Related Functions of this Position

• Annually participate in specialty training to provide current, research-based supports for the students, including, but not limited to, training in specialized curriculum or ABA-based methodologies such as discrete trial, visual schedules, reinforcement schedules, and the like.

 

• Communicate with parents, psychologist, and counselors on individual pupil’s progress.

 

• Work with general education teachers when students are mainstreamed to ensure the students are participating appropriately in their classroom.

 

• Stay abreast of current assistive technology and its potential with students with mild/ moderate disabilities.

 

• Work closely with parents and school nurse to monitor any medications prescribed by a physician or psychiatrist.

 

• Perform yard duty supervision of pupils on recess and supervises pupils in other out-of- classroom activities during the assigned working day.

 

• Identify pupil’s needs and cooperate with other professional staff members in assessing and helping pupils with health, attitude, and learning problems.

 

• Participate in school sponsored activities outside the assigned working day such as parent teacher meetings, Back to School Night, Open House, seasonal programs, and graduation exercises.

 

Credential:
Appropriate Valid California Credential, CLAD or BCLAD or equivalent, and  Education
Bachelor’s Degree, including all courses needed to meet credential requirements.  Minimum Experience
Successful experience/training in the assessment, development, and implementation of individual Education Program for identified students; successful experience in effectively communicating (orally and in writing) assessment results and intervention strategies; successful experience in working cooperatively with students, staff, and parents. 
Knowledge of:
Curriculum guides to align functional goals and objectives with standards-based curriculum. Identification of all disabilities based on IDEA 2004. Evidence based academic and behavioral instruction. 
Personal Qualities:
Grooming and personality which establish a desirable example for pupils. Good physical and mental health. Better than average recommendations from supervisor or other professionals who have observed the personal characteristics, scholastic attainment, and performance of the teacher.
Desired Qualifications 
Previous teaching experience in a severely handicapped special education classroom.  Ability to supervise paraprofessionals in the delivery of curriculum and behavior management  Ability to coordinate service delivery with the regular education staff.  Ability to produce a schedule to meet the needs of all students in the special education classroom environment.