GeoPolist
Special Education Strategies 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. In the case where a teacher is assigned to a specialized program, all of the above-mentioned job duties/responsibilities apply, as does the information tied to the specific program. 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills. When assigned to EC SIP - Early Childhood/SIP, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, focusing primarily 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, focusing primarily 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, along with kindergarten standards and curriculum. 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 provides a combination of CLS and SIP practices, demonstrating knowledge of characteristics of students with cognitive disabilities and assisting students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards. 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 as well as providing assessments that measure students' progress toward grade level standards and adapting instructional materials and developing input for daily instructional/learning activities based upon the IEP. 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 as well as providing instruction in safe, efficient travel within the home, school, and community and in familiar and unfamiliar environments. 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, utilizing appropriate questioning and discussion techniques based on a student's modality of learning. 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 and supports and thereby furthers district goals of meaningful academic progress toward a regular high school diploma to the extent possible. 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, designing coherent, differentiated instruction, and students' assessments aligned with State Standards in the area of Physical Education at the appropriate instructional level for the student. EMPLOYMENT STANDARDS Education/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. A typical way to obtain the knowledge and skills would be: Education: Bachelor's Degree from and accredited college or university with student teaching experience and the ability to obtain a valid Nevada teaching license. 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. Skill at: Creating an effective environment for learning, establishing and maintaining effective working relationships with teachers, administrators, counselors, and other staff members. The ability to establish and maintain standard of pupil behavior needed to achieve a functional learning atmosphere in the classroom. Effective utilization of technology in instruction, planning, data-based decision making and monitoring of student achievement. License/Certificates: Possession of, or the ability to obtain a valid Nevada teaching license in the relevant subject area/and or grade level. 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, or in any program or activity conducted or funded by the U.S. Department of Agriculture.
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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. In the case where a teacher is assigned to a specialized program, all of the above-mentioned job duties/responsibilities apply, as does the information tied to the specific program. 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills. When assigned to EC SIP - Early Childhood/SIP, the teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, focusing primarily 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, focusing primarily 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, 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 including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills, along with kindergarten standards and curriculum. 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 provides a combination of CLS and SIP practices, demonstrating knowledge of characteristics of students with cognitive disabilities and assisting students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards. 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 as well as providing assessments that measure students' progress toward grade level standards and adapting instructional materials and developing input for daily instructional/learning activities based upon the IEP. 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 as well as providing instruction in safe, efficient travel within the home, school, and community and in familiar and unfamiliar environments. 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, utilizing appropriate questioning and discussion techniques based on a student's modality of learning. 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 and supports and thereby furthers district goals of meaningful academic progress toward a regular high school diploma to the extent possible. 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, designing coherent, differentiated instruction, and students' assessments aligned with State Standards in the area of Physical Education at the appropriate instructional level for the student. EMPLOYMENT STANDARDS Education/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. A typical way to obtain the knowledge and skills would be: Education: Bachelor's Degree from and accredited college or university with student teaching experience and the ability to obtain a valid Nevada teaching license. 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. Skill at: Creating an effective environment for learning, establishing and maintaining effective working relationships with teachers, administrators, counselors, and other staff members. The ability to establish and maintain standard of pupil behavior needed to achieve a functional learning atmosphere in the classroom. Effective utilization of technology in instruction, planning, data-based decision making and monitoring of student achievement. License/Certificates: Possession of, or the ability to obtain a valid Nevada teaching license in the relevant subject area/and or grade level. 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, or in any program or activity conducted or funded by the U.S. Department of Agriculture.
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