Caps Pre-K (Special Education)

Teacher - Preschool Exceptional Education DEPARTMENT: Schools, Centers FLSA STATUS: Exempt REPORTS TO: Principal CONTRACT TERMS: 190 Days SALARY SCHEDULE: Certified/Degree APPROVED (HR): CERTIFICATION: Bachelor's, Master's, Specialist, Doctorate REVISED (HR): SUMMARY: Adapts and develops a functional academic preschool/kindergarten curriculum; adapts current kindergarten curriculum to meet the individual needs of special education students for the development of social, physical, cognitive, adaptive, and language skills. SUPERVISORY RESPONSIBILITIES: Indirectly supervises paraprofessionals under the direction of the principal. QUALIFICATIONS: The incumbent must be able to satisfactorily perform each essential function of the position. When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position. The incumbent must demonstrate prompt and regular work attendance. Absences must be authorized by the incumbent's supervisor in accordance with school system procedures. PERFORMANCE FUNCTIONS ESTIMATED FREQUENCY ESSENTIAL FUNCTIONS (Other Professional Duties May Be Assigned) Designs and implements specialized instruction to meet individual student learning goals and objectives 50% Assists with student personal care functions, e.g., feeding, toileting, transitions, etc. 15% Consults and collaborates with parents and other professionals regarding student progress 10% Evaluates the progress of individual students against their goals 10% Designs and implements weekly lesson plans, in accordance with Individualized Education Plans (IEP) 5% Maintains and updates all special education records for students served 5% Writes, implements IEPs and conducts IEP meetings 5% KNOWLEDGE, SKILLS & ABILITIES: May require: Knowledge of normal and abnormal child development; educational principles and approaches pertinent to children with traumatic brain injuries, children with various intellectual and learning disabilities, special needs preschool children, visually, hearing and orthopedically impaired children, autistic children, and children with emotional and behavioral disorders; principles and characteristics of teaching students with special needs; special needs identification and assessment instruments and principles; special education rules and regulations; and early childhood development. Skill in oral, written and interpersonal communications, including communications for sight, hearing and speech impaired; establishing and/or facilitating individualized and group special education vocational and community skills training programs; for the disabled, speech and language programs and teacher support programs; educational approaches for planning and implementation of intervention programs for children and families; identifying and implementing modifications to maximize educational programs; and identification of special needs manifested by children Ability to understand and interpret a wide variety of assessment tests relative to intellectual, emotional and physical abilities and disabilities; provide individual and group instruction in the classroom, private day care facilities and specialized facilities; enhance student competence; collaborate with formal and informal outside resources, as necessary, to promote the academic achievement of students in the classroom; record and analyze classroom data to document educational/behavior progress on IEP goals and objectives; use relevant computer applications, prioritize assignments and manage multiple tasks simultaneously EDUCATION AND/OR EXPERIENCE: Bachelor's degree from a Professional Standards Commission approved accredited college or university required. CERTIFICATES, LICENSES, PERMITS: Valid Professional Standards Commission approved certificate at level T-4 or above required. PERFORMANCE FACTORS: Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Balancing: Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces. Reaching: Extending hand(s) and arm(s) in any direction. Standing: Particularly for sustained periods of time. Fingering: Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand or arm as in handling. Talking: Expressing or exchanging ideas by means of the spoken word. Those activities in which one must convey detailed or important spoken instructions to others accurately, loudly, or quickly. Hearing: Ability to receive detailed information through oral communication, and to make fine discrimination in sounds, such as when making fine adjustments on machined parts with or without correction. Repetitive Motions: Substantial movements (motions) of the wrists, hands, and/or fingers. Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are not characterized by high levels of hostility, social withdrawal or failure to communicate. Ability to be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among diverse populations. Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to manage multiple tasks simultaneously with only few or no errors. Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are presented. Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process. Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite. Independent Judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project. Organizational Skills: Ability to establish priorities; simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline. Public Contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, and other individuals within and external to the school system. Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships. Attendance and Dependability: Ability to be depended on to report to work at the scheduled time and to seldom be absent from work. Ability to complete work in a timely, accurate manner and to be conscientious about work performance.