SPECIAL EDUCATION TEACHER
Under the general supervision of an administrator, a special education teacher will be assigned a caseload and will implement school board policy regarding the educational curriculum of a particular instructional division and/or instructional unit.
ESSENTIAL DUTIES/RESPONSIBILITIES: This list of essential duties and responsibilities is not exhaustive and may be supplemented.
Planning and Preparation
Special Education teachers can be assigned as Resource Special Education teachers or can be assigned to specific specialized programs that are broken down from the Special Education umbrella in order to provide adequate supports for all students requiring special needs. In the case where a teacher is assigned to a specialized program, all of the above-mentioned job duties/responsibilities apply, as does the information tied to the specific program. Specialized programs within the Special Education umbrella at WCSD are described below.
When assigned to:
EC – Early Childhood/Pre-K
The Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. The teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.
EC SIP – Early Childhood/SIP (for details strictly on SIP, see SIP description)
The SPED Early Childhood SIP Teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. When assigned to an EC SIP classroom, a combination of EC & SIP practices are followed. The descriptions mentioned for EC and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed by the teacher and other support staff to best suit student needs.
EC STRAT – Early Childhood/Strategies (for details on Strat, see Strat description)
The SPED Early Childhood Strategies Teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC & Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed by the teacher and other support staff to best suit student needs.
MA – Multi Age
The SPED Multi Age Teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. Services are provided in a multi age setting which includes 3, 4 and 5 year old students. Kinder age students are served in this setting due to significant developmental delays that require a more intensive small group setting.
CLS – Comprehensive Life Skills
CLS focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills. The CLS teacher will: demonstrate knowledge of characteristics of students with cognitive disabilities; assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; communicates learning expectations to IEP team; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI’s).
SIP – Social Intervention Program
Social Intervention Program (SIP) classrooms provide a system of support – both academic and emotional/behavioral – for students with significant emotional/behavioral needs within the regular school setting. SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child).
The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress. Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students’ ability to be successful in the general education classroom, and to provide positive replacement behaviors, so that students can return to the general education classroom.
The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc.
SIP teachers’ roles and responsibilities include, but are not limited to, the following:
Ongoing academic assessment, progress monitoring and instructional planning to ensure adequate academic progress; Provision of targeted academic instruction; Ability to differentiate academic materials to address Common Core State Standards; Behavioral and academic progress monitoring; Case management for IEPs and reevaluations; Setting and managing the daily schedule; Positive behavioral support for students; Support for/and collaboration with regular classroom teachers to support inclusive practices and facilitate inclusion; Management and oversight of aide/assistant use of the program; Knowledge of applied behavior analytic strategies and supports; Design and implementation of behavior plans to ensure student behavioral progress.
When assigned to a CLS/SIP classroom, a combination of CLS & SIP practices are followed. The descriptions mentioned above for CLS and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed by the teacher and other support staff to best suit student needs. Please see both CLS & SIP descriptions for a better understanding of what the expectations could look like. In addition, the CLS/SIP teacher will: demonstrate knowledge of characteristics of students with cognitive disabilities; assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; communicates learning expectations to IEP team; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI’s); collects data and Information for a Functional Behavior Assessment and develops an Appropriate Positive Behavioral Plan aligned with student needs.
STRATEGIES: (Designed to support students who may be on the autism spectrum) Program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small-group setting with a high adult-student ratio utilizing discrete trial teaching of academic, functional, and social skills. Teachers use visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data-based decision-making with a focus on generalization and maintenance of skills and maximum student independence
SOCIAL RESOURCE: Program provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated, methods including visual supports, modeling, role-playing, and a considerate environment for sensory needs. In addition, instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings. Program components include: language/communication development, school-wide success skills, structured social interaction, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP.
The teacher assigned to the visually impaired is primarily responsible for providing itinerant and site-based instruction to students K-12 with visual disabilities (who may have other disabilities) by executing the previously mentioned essential duties and responsibilities as well as the following: provides assessments that measure students’ progress toward grade level standards; adapts instructional materials and develops input for daily instructional/learning activities based upon the IEP; demonstrates skill and knowledge of current technology practices relative to students who have visual impairment; knowledge of and ability to effectively utilize a variety of computer software and other technologies necessary to model, teach, and assist students with visual impairments within classroom instruction and activities as well as other curricular access, ability and knowledge to use all technologies which may be required to perform requirements of the position; ability to work toward and demonstrate competency in Braille with a goal of obtaining a Certificate of Braille Competency.
Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on a student’s modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain necessary technology and equipment needed to teach, and assist students with hearing impairments within classroom instruction and activities as well as other curricular access, ability and/or knowledge to use all technologies and modalities which may be required to perform requirements of the position.
The home hospital teacher provides special education services to students who are too ill to attend school and also maintains an educational atmosphere that encourages effective student learning and supports and thereby furthers district goals of meaningful academic progress toward a regular high school diploma to the extent possible. The home hospital teacher serves as the liaison teacher to the student’s teacher(s) of record at the school of enrollment; provides effective instruction in accordance with the student’s IEP; works effectively with the teacher(s) of record at the student’s school of enrollment; and delivers completed work and assignments in a timely manner to the teacher(s) of record for the purposes of ongoing assessment/monitoring of academic progress, grades and credit attainment. The Home hospital teacher adheres to the WCSD Professional Domains and Standards for Licensed Employees and reports directly to the area administrator overseeing the program under Student Support Services and also: Ensures educational instruction in the home and/or other appropriate locale in a supportive environment; Follows all protocols consistent with the WCSD’s Home Hospital procedures; Integrates appropriate technology into the instructional program as needed. Note: Those involved in the SPED Home Hospital Program are not traditional classroom teachers, however, they do apply planning and preparation time, instruction, and maintain professional responsibilities.
Adaptive Physical Education
Demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum and settings appropriate for Physical Education; designs coherent, differentiated instruction, and students’ assessments aligned with State Standards in the area of Physical Education at the appropriate instructional level for the student; maintains accurate Service Delivery Logs.
Education/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. A typical way to obtain the knowledge and skills would be:
Education: Bachelor's Degree from and accredited college or university with student teaching experience and the ability to obtain a valid Nevada teaching license.
Knowledge of: Child development; behavior and characteristics of students; subject area and/or credential area of teaching. (e.g., special education, math, science, etc.); effective teaching skills; planning and organizing; supervision and control; assessment and diagnosis; interpersonal relations.
Skill at: Creating an effective environment for learning, establishing and maintaining effective working relationships with teachers, administrators, counselors, and other staff members. The ability to establish and maintain standard of pupil behavior needed to achieve a functional learning atmosphere in the classroom. Effective utilization of technology in instruction, planning, data-based decision making and monitoring of student achievement.
License/Certificates: Possession of, or the ability to obtain a valid Nevada teaching license in the relevant subject area/and or grade level.
Special Considerations: When selected for Department chair of a high school, additional pay will be provided based on number of teachers supervised.
THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND PERFORM ANY OTHER RELATED DUTIES, AS MAY BE REQUIRED BY THEIR SUPERVISOR.
The Washoe County School District is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors. The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individual's actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.
When applying, mention you saw this opening listed at TeachingJobs.com.
Job ads copyrighted by TeachingJobs.com -- © 1998-2018