Special Education Teacher - Structured Learning Class (SLC)

Program Description

Structured Learning Class (SLC)

• This instructional setting offers specially designed instruction for children with autism and/or other communication disorders.
• The primary emphasis is on language/communication and behavioral needs.
• Starting at the preschool level, there is 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.

About the Role

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.

Responsibilities

• Collaborate with parents and other staff members to develop Individualized Education Programs (IEPs) through the ARD/IEP Committee process, including attendance at ARDC meetings.
• Create lesson plans that fulfill the requirements of the students' IEPs and reflect the District's established curriculum.
• 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 the mission of the school district, and 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.
• Implement positive behavioral supports to manage student behavior in accordance with the Student Code of Conduct and Student Handbook.
• Must be physically capable of implementing student restraint as a last resort for safety.
• Establish and maintain open communications by conducting conferences with parents, students, 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.

Qualifications

• Bachelor’s degree
• Valid Texas teaching certificate in Special Education PK
• Positions EC-6/PK and ESL Elementary Positions Elem Self Contained 1 - 8, or Generalist/Core
• Elem Self Contained 1 - 8, or Generalist/Core EC - 6 Middle School Positions Generalist/Core 4-8, or EC - 6
• Minimum of three years of special education teaching experience is preferred
• Knowledge and experience in working with students with emotional and behavioral challenges preferred

Skills

• 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
• Experience with technology (including assistive technology) to strengthen the teaching/learning process
• Experience with creating and supervising lesson plans
• Experience with conducting ongoing assessments of student achievement
• Experience with developing and implementing Individualized Education Programs (IEPs)

Benefits

SLC classrooms are arranged to provide maximum opportunity for intensive specialized instruction on the prerequisite level of the academic TEKS.

Pay

Salary is competitive and commensurate with experience.

Schedule

Hours are flexible and based on the needs of the students and the district.

Special Knowledge/Skills

• 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
• Experience with technology (including assistive technology) to strengthen the teaching/learning process
• Experience with creating and supervising lesson plans
• Experience with conducting ongoing assessments of student achievement
• Experience with developing and implementing Individualized Education Programs (IEPs)

Education/Certification

• Bachelor’s degree
• Valid Texas teaching certificate in Special Education PK
• Positions EC-6/PK and ESL Elementary Positions Elem Self Contained 1 - 8, or Generalist/Core
• Elem Self Contained 1 - 8, or Generalist/Core EC - 6 Middle School Positions Generalist/Core 4-8, or EC - 6

Other

• 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.

Special Education General Employee Expectation

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.