Special Education Teacher - Inclusion/Resource

Primary Purpose

Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth.

Education / Certification

• Bachelor’s degree from an accredited university.
• Valid Texas teaching certificate with required special education endorsements for assignments.
• Valid Texas teaching certificate held in multiple areas is preferred.
• If a teacher of record, a valid Texas teaching certificate in specific content is required.
• Elementary School Teachers: Must obtain ESL Certification within one year of employment.
• Middle School English Language Arts Teachers: Must obtain ESL Certification within one year of employment.
• High School Teachers: ESL Certification is preferred.

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.
• General knowledge of curriculum and instruction.

Experience / Other Requirements

• At least one year of student teaching or an approved internship.

Major Responsibilities And Duties

• Instructional Strategies

• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
• Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
• Participate in ARD Committee meetings on a regular basis.
• Cover conduct assessment of student learning styles and use results to plan for instructional activities.
• Present subject matter according to guidelines established by IEP.
• Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
• Plan and supervise assignments for teacher aide(s) and volunteer(s).
• Use technology in the teaching/learning process.

• Student Growth and Development

• Conduct ongoing assessments of student achievement through formal and informal testing.
• Provide or supervise personal care, and medical care, and feeding of students as stated in IEP.
• Assume responsibility for extracurricular activities as assigned.
• Sponsor outside activities approved by the campus principal.
• Be a positive role model for students, support the mission of the school district.

• Classroom Management and Organization

• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP.
• Consult with classroom teachers regarding management of student behavior according to IEP.
• Consult district and outside resource people regarding education, social, medical, and personal needs of students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Aid in the selection of books, equipment, and other instructional materials.

• Communication

• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.

• Supervisory Responsibilities

• Supervise assigned teacher aide(s).

• Working Conditions

• Maintain emotional control under stress.
• Frequent standing, stooping, bending, kneeling, pushing, and pulling.
• Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment.
• May be required to lift and position students with physical disabilities.
• Control behavior through physical restraint.
• Assist non-ambulatory students.
• Exposure to biological hazards.
• Potential exposure to Bloodborne Pathogens.