Position Purpose

Under the general supervision of the School Principal, a Special Education Teacher is responsible for planning and providing appropriate learning experiences for students with disabilities in various educational settings. This position is designed to create a flexible program and learning environment that allows students with disabilities to benefit from the general education curriculum to the greatest extent possible, supported by supplemental aides, accommodations, and other necessary supports.

 

Essential Functions

• Curriculum and Instructional Support: Modify the general education curriculum for students with disabilities using a variety of instructional techniques and technologies. Provide direct and indirect instructional support to students in a positive and inclusive environment. Plan and conduct activities that provide opportunities for instruction, demonstration, and independent work, allowing students to observe, question, and investigate. Develop plans for effective communication, monitoring, and follow-up for students in inclusive classroom settings.
• Collaboration: Work collaboratively with general education teachers to provide instruction in an inclusive setting. Serve as a member of a multidisciplinary team as needed.
• Instructional Techniques: Employ special education strategies and techniques to improve the development of sensory, perceptual-motor skills, language, cognition, and memory. Use techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and meet the diverse needs and interests of students. Provide crisis intervention for students as needed, ensuring a safe environment for all.
• Behavioral Support: Establish and enforce classroom rules and procedures to maintain a learning environment conducive to all students. Teach socially acceptable behavior, as determined by the students' Individualized Education Programs (IEPs), using a positive behavioral support system.
• IEP Development: Meet with parents to discuss their children's progress and determine priorities for their children’s individualized educational needs. Collaborate with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs that promote students’ educational, physical, and social/emotional development.
• Record Keeping: Maintain accurate and up-to-date student records, preparing reports on students and activities as required by laws, district policies, and administrative regulations. Assist in collecting data for providing appropriate classroom interventions. Assist in preparing data for local, state, and federal reports.
• Lesson Planning: Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
• Professional Development: Maintain professional competence by participating in staff development, curriculum meetings, and other professional opportunities.

Additional Duties

• Performs other related tasks as assigned by the Principal or other school administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.
• Supervises students during non-classroom activities (e.g., lunch, recess, field trips).
• Coordinates with school staff to select and requisition appropriate textbooks, instructional materials, equipment, and supplies and maintains inventory records.
• Travels to school district buildings and professional meetings as required.

Knowledge, Skills, and Abilities

• Knowledge of current teaching methods, educational pedagogy, and curriculum design.
• Strong knowledge of relevant subject matters including, but not limited to, English Language Arts, Mathematics, Social Studies, and Sciences and other relevant content areas.
• Knowledge of principles and application of theory into practice for effective instruction and behavioral support strategies for students with disabilities.
• Knowledge of human behavior, development, learning motivation, and the assessment and treatment of behavioral and affective disorders.
• Ability to provide positive behavioral support to students in both group and individual settings.
• Understanding of federal, state, and local mandates governing the delivery of special education services.
• Ability to observe, assess, and report on student learning behaviors.
• Ability to use computer network system and software applications as needed.
• Proficient with data analysis and the ability to formulate action plans to address student needs.
• Effective interpersonal and communication skills to work collaboratively with administrators, colleagues, students, parents, and the community.
• Strong organizational skills and ability to manage multiple responsibilities effectively.
• Ability to engage in self-reflection and self-evaluation to foster professional growth.
• Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Educational Requirements and Certifications

• Education: Bachelor's Degree required, preferably in an approved program for Special Education.
• Certification: Must be eligible for or possess a valid teaching license from the State of Virginia with an endorsement in Special Education – General Curriculum.
• Experience: Prior successful teaching experience in Special Education is preferred but not required.

Physical and Mental Demands

• Works in a standard classroom and school building environment.
• Must be able to lift and carry instructional materials and equipment, and manage classroom behavior effectively.

FLSA Status: Exempt