GeoPolist
Special Education CLS Teacher Full-time Standard
GeoPolist, Oklahoma City, Oklahoma, United States
SPECIAL EDUCATION TEACHER
SUMMARY DESCRIPTION
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 Administer appropriate district curriculum which is aligned with Common Core State Standards and is consistent with IEP instructions as needed. Designs and implements the components of an effective lesson for instruction and student assessments aligned with Common Core State Standards. Designs coherent, differentiated, instruction and student assessments aligned with Common Core State Standards at the appropriate instructional level for the student. Provide appropriate instructions, modifications, adaptations, and implements Individual Education Plans (IEP) in an organized, systematic, and meaningful manner. Analyze student progress and ensure assessment regulations and guidelines are followed at all times. Demonstrates mastery of content and pedagogy, knowledge of students and resources, typical developmental patterns of student, and characteristics of students with disabilities. Sets instructional outcomes for diverse learners. Classroom Environment Creates an environment of respect and rapport while developing a climate that promotes positive learning conditions. Maintains a positive, orderly, safe, accessible and academically focused learning, resource-rich environment. Manages classroom procedures and student behavior. Demonstrates cultural competency. Instruction Communicates learning expectations to students. Engages students in learning. Utilizes discussion and questioning techniques. Embeds assessment in instruction. Demonstrates flexibility and responsiveness. Demonstrates familiarity with Multi-Tiered Systems of Support. Demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum. Coordinates effectively with other service staff in providing student instruction. Professional Responsibilities Maintains accurate records and IEP's as mandated by state and federal guidelines, within established timelines. Demonstrates professionalism, integrity and ethical conduct. Supports, communicates and works professionally with administrators, staff and community and follows all protocols consistent with the WCSD's procedures. Makes a focused effort to promote meaningful participation of parents in the IEP process. Reflects on teaching. Participates in a professional community. Participates in other job-related duties and activities related to the position as assigned. Works as part of an education/assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students. 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. Specialized programs within the Special Education umbrella at WCSD are described below. When assigned to EC - Early Childhood/Pre-K, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development. When assigned to EC SIP - Early Childhood/SIP, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development with a focus on social emotional development. When assigned to EC STRAT - Early Childhood/Strategies, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development with a focus on the development of communication and social emotional skills. When assigned to MA - Multi Age, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development in a multi age setting. When assigned to IK - Integrated Kindergarten, the teacher provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development. When assigned to CLS - Comprehensive Life Skills, the teacher 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. When assigned to SIP - Social Intervention Program, the teacher provides a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. When assigned to CLS/SIP, the teacher follows a combination of CLS & SIP practices. When assigned to STRATEGIES, the teacher 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. When assigned to SOCIAL RESOURCE, the teacher 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. When assigned to Visually Impaired, the teacher provides itinerant and site-based instruction to students K-12 with visual disabilities by executing the previously mentioned essential duties and responsibilities. When assigned to Orientation and Mobility Specialist, the teacher provides itinerant and site-based instruction to students K-12 with visual disabilities by executing the previously mentioned essential duties and responsibilities with a focus on safe, efficient travel within the home, school, and community. When assigned to Hearing Impaired, the teacher demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing and assists students with Hearing Impairments to access curriculum. When assigned to Home Hospital, the teacher provides special education services to students who are too ill to attend school and maintains an educational atmosphere that encourages effective student learning. When assigned to Adaptive Physical Education, the teacher demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum and settings appropriate for Physical Education. EMPLOYMENT STANDARDS
Education/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. Knowledge of: Child development; behavior and characteristics of students; subject area and/or credential area of teaching; effective teaching skills; planning and organizing; supervision and control; assessment and diagnosis; interpersonal relations. The Washoe County School District is committed to providing a safe and respectful learning and working environments 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.
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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 Administer appropriate district curriculum which is aligned with Common Core State Standards and is consistent with IEP instructions as needed. Designs and implements the components of an effective lesson for instruction and student assessments aligned with Common Core State Standards. Designs coherent, differentiated, instruction and student assessments aligned with Common Core State Standards at the appropriate instructional level for the student. Provide appropriate instructions, modifications, adaptations, and implements Individual Education Plans (IEP) in an organized, systematic, and meaningful manner. Analyze student progress and ensure assessment regulations and guidelines are followed at all times. Demonstrates mastery of content and pedagogy, knowledge of students and resources, typical developmental patterns of student, and characteristics of students with disabilities. Sets instructional outcomes for diverse learners. Classroom Environment Creates an environment of respect and rapport while developing a climate that promotes positive learning conditions. Maintains a positive, orderly, safe, accessible and academically focused learning, resource-rich environment. Manages classroom procedures and student behavior. Demonstrates cultural competency. Instruction Communicates learning expectations to students. Engages students in learning. Utilizes discussion and questioning techniques. Embeds assessment in instruction. Demonstrates flexibility and responsiveness. Demonstrates familiarity with Multi-Tiered Systems of Support. Demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum. Coordinates effectively with other service staff in providing student instruction. Professional Responsibilities Maintains accurate records and IEP's as mandated by state and federal guidelines, within established timelines. Demonstrates professionalism, integrity and ethical conduct. Supports, communicates and works professionally with administrators, staff and community and follows all protocols consistent with the WCSD's procedures. Makes a focused effort to promote meaningful participation of parents in the IEP process. Reflects on teaching. Participates in a professional community. Participates in other job-related duties and activities related to the position as assigned. Works as part of an education/assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students. 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. Specialized programs within the Special Education umbrella at WCSD are described below. When assigned to EC - Early Childhood/Pre-K, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development. When assigned to EC SIP - Early Childhood/SIP, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development with a focus on social emotional development. When assigned to EC STRAT - Early Childhood/Strategies, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development with a focus on the development of communication and social emotional skills. When assigned to MA - Multi Age, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development in a multi age setting. When assigned to IK - Integrated Kindergarten, the teacher provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development. When assigned to CLS - Comprehensive Life Skills, the teacher 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. When assigned to SIP - Social Intervention Program, the teacher provides a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. When assigned to CLS/SIP, the teacher follows a combination of CLS & SIP practices. When assigned to STRATEGIES, the teacher 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. When assigned to SOCIAL RESOURCE, the teacher 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. When assigned to Visually Impaired, the teacher provides itinerant and site-based instruction to students K-12 with visual disabilities by executing the previously mentioned essential duties and responsibilities. When assigned to Orientation and Mobility Specialist, the teacher provides itinerant and site-based instruction to students K-12 with visual disabilities by executing the previously mentioned essential duties and responsibilities with a focus on safe, efficient travel within the home, school, and community. When assigned to Hearing Impaired, the teacher demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing and assists students with Hearing Impairments to access curriculum. When assigned to Home Hospital, the teacher provides special education services to students who are too ill to attend school and maintains an educational atmosphere that encourages effective student learning. When assigned to Adaptive Physical Education, the teacher demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum and settings appropriate for Physical Education. EMPLOYMENT STANDARDS
Education/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. Knowledge of: Child development; behavior and characteristics of students; subject area and/or credential area of teaching; effective teaching skills; planning and organizing; supervision and control; assessment and diagnosis; interpersonal relations. The Washoe County School District is committed to providing a safe and respectful learning and working environments 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.
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