Special Education Teacher- SCORES Room

Special Education- SCORES Teacher

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.

Essential Functions

• Adapts & Designs Instruction: Adapts classroom work and develops lesson plans for in-person, distance, and virtual learning to provide students with instructional materials that address Individualized Education Programs (IEPs) within established curriculum guidelines.
• Administers Assessments: Administers developmental testing programs and subject-specific assessments (formative and summative) to assess student competency levels and develop individualized learning plans.
• Communicates Progress: Advises parents and legal guardians of student progress through meetings, IEPs, and reports to communicate expectations, celebrate achievements, and reinforce classroom goals in the home environment.
• Collaborates for Outcomes: Collaborates with instructional staff, school personnel, medical professionals, and community resources to improve student outcomes and achieve classroom objectives in support of the school improvement plan.
• Coordinates Resources: Coordinates a variety of activities (e.g., field trips, transportation, technology setup) to ensure the availability of equipment, materials, and personnel to achieve instructional objectives.
• Demonstrates & Instructs: Demonstrates methods required to perform classroom assignments and instructs students to improve success in academic, interpersonal, and daily living skills.
• Directs Support Staff: Directs assistant teachers for the purpose of providing an effective classroom program and addressing the needs of individual students.
• Manages Behavior: Manages student behavior using considerable judgment, tact, and patience to provide a safe and optimal learning environment in accordance with the Crisis Prevention Intervention (CPI) training.
• Monitors Environments: Monitors students in various educational environments (e.g., classroom, playground, assemblies, virtual platforms) to provide a safe and positive learning environment.
• Maintains Documentation: Prepares a variety of written materials (e.g., IEPs, grades, attendance, anecdotal records) to document student progress and meet mandated State and Federal requirements.
• Professional Engagement: Participates in meetings and professional development (conferences, workshops) to convey or gather information required to perform functions and provide guidance to less experienced teachers.
• Safety & Compliance: Reports incidents (e.g., safety concerns, suspected abuse) to maintain personal safety of students and adhere to Education Code and school policies.
• Stakeholder Inquiry: Responds to inquiries from teachers, parents, and administrators to resolve issues and provide direction regarding the SCORES program.

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; and 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; and 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; and 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 job's functions. There is some opportunity to significantly impact the organization's services.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and 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. ECSE certification preferred.

Required Testing Certificates and Licenses

None Specified Teaching Credential

Special Education Certification