Special Education Teacher- SCORES Program

Special Education Teacher-SCORES Program

The job of Teacher - Special Education (Social, Communication, Resources, and Services - SCORES) is done for the purpose of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students with neurodiverse needs within the classroom and other assigned areas. This includes planning, organizing, and presenting lessons contributing to the educational, social, and physical development of students to enhance their self-worth and equip them with the basic knowledge, skills, and abilities needed to function in society.

This job reports to the Director of Special Education.

Purpose Statement

The job of Teacher - Special Education is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students, parents, or guardians regarding instructional program and student progress.

This Job reports to Assigned Supervisor.

Essential Functions

• Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
• Administers developmental testing programs, subject-specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
• Advises parents and/or legal guardians of student progress (e.g. parent meetings, IEPs, etc.) for the purpose of communicating expectations, students achievements, developing methods for improvement, and/or reinforcing classroom goals in the home environment.
• Assesses student progress towards objectives, expectations, and/or IEP goals for the purpose of providing feedback to students, parents, and administration.
• Collaborates with instructional staff, other school personnel, medical professionals, parents, and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Coordinates a variety of activities (e.g. field trips, transportation, lesson plans, etc.) for the purpose of ensuring the availability of equipment, materials, and personnel to achieve objectives.
• Demonstrates methods required to perform classroom and/or subject-specific assignments for the purpose of providing an effective program that addresses IEP goals, and individual student requirements.
• Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academic, interpersonal, and daily living skills through a defined course of study.
• Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment.
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a variety of written materials (e.g. IEPs, grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to education code and school policies.
• Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information, and/or direction.

Other Functions

• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge, and Abilities

• SKILLS are required to perform multiple, 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
• Preparing and maintaining accurate records
• KNOWLEDGE is required to perform algebra and/or geometry; read technical information, 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, policies, regulations, and/or laws
• Age-appropriate activities
• Lesson plan requirements
• Stages of child development
• Behavioral management strategies
• ABILITY is required to schedule 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 a variety of complex processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem-solving is required to analyze issues and create action plans. Problem-solving with data requires analysis based on organizational objectives; and problem-solving with equipment is moderate. 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
• Working flexible hours

Responsibility

Responsibilities include:

• Working under limited supervision using standardized practices and/or methods
• Directing other persons within a department, large work unit, and/or across several small work units
• Operating within a defined budget
• Utilization of resources from other work units is often required to perform the jobs functions
• There is some opportunity to significantly impact the organizations services

Work Environment

The usual and customary methods of performing the jobs functions require the following physical demands:

• Occasional lifting, carrying, pushing, and/or pulling
• Some stooping, kneeling, crouching, and/or crawling
• Significant fine finger dexterity
• Generally the job requires 70% sitting, 10% walking, 20% standing
• The job is performed in a generally hazard-free environment

Experience: Job-related experience within a specialized field is required.

Education: Bachelors degree in job-related area with an emphasis in Special Education.

Required Testing: None Specified

Certificates and Licenses

• Teaching Credential
• Special Education Certification
• Continuing Educ. / Training: Maintains Certificates and/or Licenses
• Clearances: Criminal Background Clearance
• FSLA: Exempt