Special Education Teacher- Structured Learning Class (SLC)

Job Title: Special Education Teacher- Structured Learning Class (SLC) 

Exemption Status/Test: Exempt/Professional
Reports to: Campus Principal

Work Days: 169 

Primary Purpose:
Provide students with disabilities appropriate learning activities and experiences designed to help them achieve educational progress related to their intellectual, communication, emotional, social, physical, and self-help skills. Develop modified curricula and other instructional materials to address each student’s ability level.

Qualifications:

Education/Certification:

• Bachelor’s degree
• Valid Texas teaching certificate in Special Education
• Knowledge of academic subject assigned
• Demonstrated proficiency in creation, implementation and progress monitoring of specially designed instruction
• Ability to individualize instruction to prepare students for participation in Least Restrictive Environments (LRE) to the maximum extent possible
• Must be physically capable of implementing student restraint as a last resort for safety
• Mental Demands/Physical Demands/Environmental Factors
• Maintain emotional control under stress

Special Knowledge/Skills:
Knowledge of special needs of students in assigned area
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
Knowledge of how to adapt curriculum and instruction for special needs
Effective communication skills

***CERTIFIED FULL-TIME SPED TEACHER CAN BE ELIGIBLE TO RECEIVE $4,000 STIPEND***

Major Responsibilities and Duties:

Instructional Strategies

• Provide students with disabilities appropriate learning activities and experiences designed to help them achieve educational progress related to their intellectual, communication, emotional, social, physical, and self-help skills
• Develop modified curricula and other instructional materials to address each student’s ability level
• This instructional setting offers specially designed instruction for children with autism and/or other communication disorders who require support to build functional language/communication and functional behavior skills
• The primary emphasis is on language/communication and behavioral needs starting at the preschool level with increased emphasis on academic support and functional routines at the elementary and middle school levels
• The classroom environment is highly structured and incorporates positive behavior supports and instructional strategies in alignment with the principles of Applied Behavior Analysis
• Students participate in activities with their non-disabled peers, with support as appropriate, to help generalize skills learned in the SLC classroom. SLC classrooms are arranged to provide maximum opportunity for intensive specialized instruction on the prerequisite level of the academic TEKS
• Elementary Positions: Elem Self Contained 1 – 8, or Generalist/Core EC – 6
• Middle School Positions: Generalist/Core 4-8, or EC – 6
• Collaborate with parents and other staff members to develop Individualized Education Programs (IEPs) through the ARD/IEP Committee process, including attendance at ARDC meeting
• Develop and implement lesson plans that fulfill the requirements of the students’ IEPs and reflect the District's established curriculum; demonstrate written evidence of preparation as required
• Prepare lessons that reflect accommodations for differences in student learning styles/needs, including activities, materials and equipment
• Use technology (including assistive technology) to strengthen the teaching/learning process
• Plan and supervise assignments for teaching assistants and volunteers
• Conduct ongoing assessment of student achievement through formal and informal testing
• Be a positive role model for students, support mission of school district
• Help students develop independence and self-advocacy skills
• Assume responsibility for extracurricular activities as assigned
• Create classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students
• Take all necessary and reasonable precautions to protect students, equipment, materials and facilities
• Provide positive behavioral supports to manage student behavior in accordance with Student Code of Conduct and Student Handbook
• Establish and maintain open communications by conducting conferences with parents, student, related service providers, principals and teachers
• Use effective verbal and written communication skills with students, parents and colleagues
• Maintain a professional relationship with colleagues, students, parents and community members
• Compile, maintain and file all reports, records, and other documents required for District and TEA compliance
• Participate in professional development activities to improve job-related skills
• Keep informed of and comply with federal, state, District and school regulations and policies related to the delivery of special education services
• Attend and participate in faculty meetings and serve on staff committees as required
• Leadership Prep School retains the right to adjust the responsibilities and assignments of all positions as needed to meet the needs of the District
• Employees are expected to interact in a manner that is becoming of educators and promotes high levels of productivity for the benefit of the students we serve
• Physical demands include: frequent standing, stooping, bending, kneeling, pushing, pulling, lifting and transferring students to and from wheelchairs, and assisting with positioning students with physical disabilities
• The Special Education Department maintains an expectation that all staff will assume shared responsibility for the health, safety, and confidentiality of all students and adults; which may include implementing, supporting and documenting behavioral intervention strategies and/or providing school health, related, and personal care services

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards

Mental Demands: Maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.