26 - ESS Special Education Generalist Teacher - Homebound - Limited Term

Pueblo School District 60 is committed to providing a high-quality education that ensures every student gains the knowledge, skills, and dispositions to lead a life of purpose and impact. Employees are expected to support the community and connect with students by embracing the district’s core values:

• Success of every student is our most important commitment.
• Collaboration and engagement with community, parents, staff, and students are essential to our success.
• Act with integrity, celebrate diversity, and promote equity.
• Treat each individual with dignity and respect.
• Social and emotional well-being of students is as important as their academic needs.
• Provide a safe, positive, and supportive environment for students and staff.
• Community heritage, traditions, and history should inform our response to future student and district needs.

Each employee contributes to achieving the vision of being a high-performing school district that inspires community confidence.

About the Role

The ESS Homebound Teacher supports the instructional process by fostering students' success in academics, interpersonal skills, and daily learning activities. This role involves performing instructional and related duties in alignment with District policies and the teacher contract, while maintaining a cooperative attitude with staff, parents, and students.

Qualifications

• Valid Colorado Teaching License within 60 days from date of hire.
• Endorsement in applicable level of teaching (Elementary or Secondary).
• Highly qualified in ESS through one of the following:
  • Endorsement on a Colorado teaching license in: Special Education Generalist, Special Education Specialist, Trainable Child, Educable Mentally Handicapped, Multi-handicapped, Severe Needs Cognitive, or Profound Needs.
  • 36 semester credit hours applicable to content area.
  • Passing score on a State Board of Education approved content exam (currently the ETS Praxis Series).
  • Eligibility for a Teacher in Residence (TIR) or Alternative Licensing Program in content area.
• Must complete a fingerprint-based criminal background check and be cleared by the Office of Human Resources.
• Ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary.

Preferred Qualifications

• Experience in a Title I or low-income setting.
• Experience with AVID implementation.
• Experience with Teach Like A Champion Strategies.
• Previous experience as a certified teacher.

Skills and Knowledge

• Thorough knowledge of the principles, practices, and procedures of special education.
• Thorough knowledge of effective teaching methodologies for students with disabilities.
• Knowledge of school rules, regulations, and procedures; ability to establish and maintain behavioral standards.
• Ability to deliver oral presentations and written reports effectively.
• Ability to analyze needs and problems objectively.
• Ability to establish and maintain effective working relationships with students, parents, staff, administration, and the public.
• Knowledge of relevant technology, including the use of iPads to individualize instruction.
• Knowledge and skills in working with children with ADD, behavior, and emotional disabilities.
• Ability to report to work regularly and punctually.

Responsibilities

• Provide direct and indirect instructional support to students in a positive environment.
• Employ special education strategies to improve sensory and perceptual motor skills, language, cognition, and memory.
• Confer with parents, administrators, specialists, and professionals to develop and implement Individualized Education Programs (IEPs), including present levels of performance, goals, and required services.
• Instruct students in academic subjects using techniques such as phonetics, multi-sensory learning, and repetition.
• Teach socially acceptable behavior as outlined in IEPs using positive behavioral support systems.
• Provide consultation to classroom teachers on adaptions, modifications, and interventions for students with disabilities.
• Plan and conduct balanced instructional programs with opportunities for observation, questioning, and investigation.
• Assess student progress and adjust instructional techniques as needed.
• Establish and enforce rules for behavior to maintain a conducive learning environment.
• Meet with parents to discuss progress and priorities for their children’s educational needs.
• Schedule and participate in team meetings to develop instructional goals and strategies.
• Maintain accurate student records and prepare reports as required by laws, district policies, and regulations.
• Establish clear objectives for lessons and communicate them to students.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive settings.
• Serve as the primary contact for parents and provide crisis intervention as needed.
• Assist in collecting data for classroom interventions and preparing reports for local, state, and federal requirements.
• Participate in department, school, district, and parent meetings.

Physical Demands

• Frequently required to stand, walk, and sit.
• Frequent use of hands and fingers for handling, typing, and operating equipment.
• Continual hearing and speaking to exchange information.
• Occasionally required to reach, climb, balance, stoop, kneel, crouch, or crawl.
• Occasionally lift and/or move up to 75 pounds.

Work is primarily performed in a school/office environment with natural and fluorescent lighting. The role requires physical interaction with students, including moving students and equipment, positioning students in specialized equipment, and changing diapers.

Pay

Teacher Salary Schedule.

Benefits

Fringe benefits based on the PEA Negotiated Agreement.

Schedule

165-day work year.