SPECIAL EDUCATION TEACHER - ELEMENTARY (#313)

Department:

Student Support Services

Job Title

Special Education Teacher 

FLSA Status:

(Exempt/Non-exempt)

Exempt - Unit A

Reports to:

Principal, Assistant Principal or Student Support Services Administration

GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):

The Special Education Teacher is responsible for implementing IEP’s for students with disabilities.  This can include direct service, inclusion support and consultation.  The Special Education teacher works to maintain compliance with all procedures and regulations under IDEA.  Responsibilities include but are not limited to: evaluating students, report writing, IEP development, parent communication, direct service to student including direct teaching in a small groups,  collaboration with related service providers, compliance with paperwork tracking.  

QUALIFICATIONS:

QUALIFICATIONS:

• Possession of a valid Massachusetts DESE licensure in special education moderate disabilities
• Prior successful classroom teaching experiences 
• Effective communication, planning, organization, presentation, and leadership skills; able to work with and motivate others 
• Demonstrates knowledge and understanding of effective instructional strategies, research-based best practices and a variety of assessment methods 
• Understands the purpose and specifics of core, supplemental, and intervention programs 
• Models direct, explicit systematic instruction including effective teaching techniques and strategies 
• Understands and interprets diagnostic, formative, and summative data, to inform instructional decisions 
• Attends, participates and/or facilitates regular student-based meetings including clinic meetings and various IEP meetings 
• Enhances own professional knowledge, skills, and expertise about effective instruction and school improvement 
• Knowledge and understanding of effective strategies for instructing diverse learners 
• Able to work effectively and efficiently without constant supervision 
• Demonstrates knowledge of state, and district standards and trends concerning instructional methods, resources, and strategies
• Demonstrates proficiency with technology including database systems and data warehouses, and a willingness to innovatively use instructional technology 
• Exhibits professional relationships with teachers, administrators, parents and students 
• Strong commitment to student achievement and improvement

ESSENTIAL JOB DUTIES (NOT LIMITED TO):

• Establish and maintain a safe functional learning environment. 
• Identifies students’ needs and cooperate with other professional staff members in data assessment and intervention strategies 
• Assess and progress monitor students’ academic growth to guide instruction and keep appropriate records in collaboration with the administration
• Provides targeted instruction 
• Assists staff with the understanding and interpretation of assessment data to inform wider view instructional decisions 
• Supports the implementation of the school’s improvement plan, goals and objectives 
• Adheres to state and district initiatives in all content areas for intervention practices 
• Attends and provides direction in site-based grade level, leadership team, staff meetings, and/or data teams 
• Collaborates with staff members regarding effective instruction and intervention
• Supports the goals, objectives, strategies outlined in the IEP
• Participates in district-wide curriculum development 
• Adheres to the alignment of standards/curriculum with related instructional materials, strategies and activities 
• Actively participates in district assigned curriculum committees, meetings and/or trainings 
• Complies with district-testing programs and assessments 
• Regular and on-time attendance is required
• Complete other non-administrative duties as assigned 

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

Work Environment:  The work environment is in a classroom setting interacting with students.

Physical Requirements: Ability to physically support students who utilize specialized equipment such as standers, wheelchairs, supportive seating etc., Ability to physically respond to students who are physically unsafe and use physical restraints as part of a de-escalation process (verbal de-escalation is preferred), Ability to physically maintain a safe learning environment, including moving furniture in response to a crisis situation.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.