Long Term Substitute Elementary-Special Education Teacher

Chichester School District

Job Description – Special Education Teacher

SUMMARY

The Special Education Teacher is responsible for providing specially designed instruction to students with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA), Pennsylvania Chapter 14, and the Chichester School District’s mission. The teacher supports students in meeting their individualized goals, accessing the general education curriculum, and developing the skills needed to become independent, responsible contributors in a democratic society.

ESSENTIAL DUTIES AND RESPONSIBILITIES

(Other duties may be assigned.)

Compliance & Professional Responsibilities

• Adhere to all federal, state, local, and Chichester School District policies, procedures, and regulations.
• Implement instruction aligned with the District’s philosophy, curriculum, and instructional goals.
• Attend required trainings related to special education, compliance, and instructional practices.

Instructional Responsibilities

Teaching & Learning

• Provide specially designed instruction as outlined in each student’s Individualized Education Program (IEP).
• Meet and instruct assigned classes or groups at designated times and locations, including inclusive, pull-out, and small-group settings.
• Develop and maintain a classroom environment conducive to effective learning, positive behavior, and student independence.
• Prepare lesson plans aligned with IEP goals, accommodations, modifications, and Pennsylvania standards.
• Employ a variety of instructional strategies and materials to meet diverse learning needs and IEP requirements.
• Incorporate higher-order thinking, engagement strategies, real-life connections, and technology into lessons.
• Collaborate with related service providers, psychologists, behavior specialists, and other district personnel to support students with disabilities.
• Provide ongoing communication with students and parents/guardians regarding academic and behavioral progress.
• Offer reasonable availability to support students and families outside the instructional day when appropriate.
• Implement behavior supports, positive behavioral interventions, and other strategies as outlined in IEPs or behavior plans.
• Maintain a safe, orderly, and equitable classroom environment consistent with District policies.

IEP and Documentation Responsibilities

Records and Reporting

• Maintain accurate and timely documentation required by IDEA, Chapter 14, and District policy.
• Take daily attendance, track student progress toward IEP goals, and record grades reflective of students’ mastery of modified or alternative objectives when applicable.
• Develop, write, and maintain IEPs, progress reports, behavior plans, and other required documents within mandated timelines.
• Protect students, equipment, materials, and facilities, reporting concerns promptly.
• Maintain daily instructional plans and long-range plans that reflect curriculum requirements and students’ individualized needs.

Collaboration and Support Responsibilities

Assistive Functions

• Collect data for compliance reports, caseload numbers, evaluations, budgets, and inventories.
• Participate in selecting instructional materials, assistive technology, and classroom resources.
• Collaborate with general education teachers to support inclusive practices, co-teaching models, and accommodations.
• Attend and participate in faculty meetings, grade-level meetings, professional development, and IEP meetings.
• Assist in screening and supporting students for extended school year (ESY) eligibility.
• Serve on committees related to field trips, programs, in-service workshops, and accreditation.
• Participate in co-curricular activities as assigned.
• Continue professional growth through ongoing workshops, coursework, conferences, and specialized training.
• Assist colleagues with classroom coverage when necessary.
• Perform duties assigned by the building principal or designee (hall duty, arrival/dismissal, etc.).

EVALUATION

Performance will be evaluated in accordance with the Chichester School District’s educator evaluation system and Board Policy on appraisal.

QUALIFICATIONS

• Demonstrated commitment to working with students with diverse learning needs.
• Patience, dependability, professionalism, empathy, and the ability to build positive relationships with students and families.
• Ability to design and implement instruction for students with varying cognitive, academic, behavioral, and functional needs.
• Must provide current clearances as required under Pennsylvania law (Acts 34, 114, 151, etc.).

EDUCATION AND EXPERIENCE

• Bachelor’s degree required; degree in Special Education or related field preferred.
• Student teaching experience or other relevant work with youth required.

CERTIFICATION

• Pennsylvania Special Education certification appropriate to assignment (PK–12, PreK–8, 7–12, or equivalent) as approved by the Pennsylvania Department of Education.

APPLICATION PROCESS

Interested candidates should submit an online application through the Chichester School District Human Resources Employment Opportunities portal on the Chichester School District website.

EQUAL OPPORTUNITY STATEMENT

In accordance with state and federal laws, the Chichester School District employs qualified personnel without regard to race, creed, color, gender, sexual orientation, age, ancestry, religion, national origin, or non-job-related disability. All programs operate in compliance with Title IX and Section 504 requirements.

ORGANIZATIONAL RELATIONSHIPS

• Reports to: Building Principal or Designee
• Supervises: Students in assigned programs and classrooms
• Collaborates with: General education teachers, paraprofessionals, specialists, and district personnel

LANGUAGE SKILLS

• Ability to read and interpret special education documents, safety rules, instructional materials, and policy manuals.
• Ability to write reports, IEPs, correspondence, and instructional documents.
• Ability to effectively communicate information to administrators, staff, parents, students, and community members.

MATHEMATICAL SKILLS

• Ability to apply basic mathematical concepts such as fractions, percentages, ratios, and proportions in instructional and reporting tasks.

REASONING ABILITY

• Ability to solve problems and make decisions using multiple data sources in standardized and non-standardized situations.

PHYSICAL DEMANDS

(Reasonable accommodations may be made.)

• Regularly required to sit, stand, walk, talk, and hear.
• Frequently required to use hands for instructional materials, technology, and documentation.
• Occasionally required to climb, stoop, kneel, or crouch.
• Must occasionally lift or move up to 40 pounds.
• Requires visual acuity including close and distance vision, depth perception, color vision, and focus adjustment.

WORK ENVIRONMENT

• May be exposed to moderate noise levels, airborne particles, and potential exposure to illness.
• Requires flexibility in working with students with diverse academic, sensory, and behavioral needs.