1.0 Regular Substitute Special Education Teacher -Transit Middle School

Qualifications

• Valid NYS Certification in Special Education, K-12
• Experience in Special Education and comprehensive knowledge relative to working with students who present with significant learning delays, as well as difficulties managing behavior, coping with frustration, following multi-step directions, and/or regulating emotion
• Knowledge and experience of a variety of disabilities, including Intellectual Disabilities, Multiple Disabilities, and Autism and the potential effects upon a student's learning progress, functioning and behavior
• Demonstrated experience implementing feeding plans, addressing toileting needs, and assisting with lifting and/or positioning
• Strong working knowledge of Federal and State Mandates pertaining to students with disabilities
• Demonstrated skill in Functional Behavioral Assessment and development of Behavioral Intervention Plans
• Well-developed written and oral communication skills, and proven ability to interact positively with students, parents, and colleagues
• Ability to work effectively as a member of a collaborative team as well as schedule and coordinate a variety of service providers
• Effective case management and resource management skills
• Demonstrated experience in differentiated instruction and applying research-based instructional approaches when teaching students with disabilities
• Skill at interpreting and analyzing student data to adapt and modify curriculum to meet both NYS learning standards and individual student needs
• Ability to remain flexible and respond effectively as emergent classroom situations warrant
• Comprehensive understanding of the Common Core and New York State Standards in Language Arts, Mathematics, Science and Social Studies

Duties & Responsibilities

• Collaborate with other school staff members to implement prescribed language intervention, assistive technology and/or augmentative communication through suggestions for the student's daily activities
• Collaborate with colleagues and administrators to provide support for the development of the student's language and socialization skills
• Possess knowledge of the resources and supports available to assess and monitor the daily performance of students with disabilities, cognitive deficits, health, physical and medical needs, and/or multiple impairments
• Provide appropriate content area instruction to students with developmental delays and/or multiple disabilities in a self-contained classroom in accordance with curricular expectations and Individualized Education Plans
• Articulate specific learning challenges, skill deficiencies, or social adjustment difficulties as exhibited by students and identify appropriate remediation to facilitate student achievement and growth
• Evaluate and monitor each student in terms of his/her progress toward attainment of specified learning goals
• Plan students' personal schedules relative to lunch/prep time after considering the specific needs of the students in the class, as well as availability based on scheduling and the presence of related service providers and support staff in the classroom
• Coordinate the efforts of the instructional and support teams
• Develop behavioral intervention plans, monitor behavior, and develop appropriate intervention strategies
• Develop Individualized Education Plans and integrated goals
• Facilitate the inclusion of students with disabilities in the general education environment
• Coordinate the provision of various related services and work collaboratively with treatment providers, general education teachers, support staff, and administration
• Provide appropriate staff development and/or in-service training to address the needs of individual students
• Work effectively with the school nurse, assigned LPN's, and/or medical providers to ensure appropriate monitoring and intervention in accordance with individual health care plans
• Communicate with parents and other team members
• Participate in the school community outside of the classroom and school day through involvement in extracurricular activities and school-wide events
• Evaluate students using the New York State Testing Program for students with severe disabilities (NYSAA)
• Other responsibilities as assigned by Building Administration, the Coordinator of Special Education, or the Assistant Superintendent for Exceptional Education and Student Services

Preferred Characteristics

• Demonstrated evidence of a willingness to contribute within and outside the department if called upon (i.e. advisor, chaperone, club, etc.)

Pay

• $47,200 - $53,700 (prorated as necessary) Per WTA Contract