18+ ILS Special Education Teacher

Dickinson Independent School District; Dickinson (TX); On-site; USD 52,000 - 78,000; Full time

Job summary

Dickinson Independent School District is seeking an 18+ ILS Special Education Teacher for Special Programs, to support high school students in independent living skills and transition services. The role includes coordinating ARD committees, developing life plans, and overseeing instructional assistants and volunteers.

The teacher will develop and modify curricula, prepare lessons, and employ diverse instructional methods tailored to 18+ transition requirements, while ensuring compliance with

Qualifications

• Bachelor’s degree from an accredited university.
• Valid Texas teaching certificate, with required special education endorsement for assignments.
• Demonstrated instructional competency in the core academic subject area assigned

Responsibilities

• Collaborate with students, parents, and staff to develop transition/IREP objectives and behavioral IEP objectives through the ARD Committee process.
• Implement instructional, therapeutic, or skill development programs with written evidence of preparation and data charts.
• Plan and use instructional strategies and materials reflecting students' disability, academic and behavioral needs.
• Provide transition-related activities such as community resources for employment, living, education, and transportation.

Skills

Communication

Organizational skills

Interpersonal skills

Verbal de-escalation

Education

Bachelor's degree

Texas teaching certificate with SPED endorsement

Job description

Position: 18+ ILS Special Education Teacher

Campus:Special Programs

Wage/Hour Status: Exempt

Immediate Supervisor (s): DHS Campus Principal and Executive Director of Special Programs

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY:

• Provide special education students, who have completed their high school credits with independent living skills, learning activities, vocational and other life experiences designed to help fulfill their potential for intellectual, emotional, physical, occupational and social growth
• Oversee support services to students
• Direct the work of instructional assistants and volunteers in the classroom
• Develop or modify curricula and prepare lessons and other instructional materialsfor a wide range of student ability levels

QUALIFICATIONS:

Education/Certification:

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate, with required special education endorsement for assignments
• Demonstrated instructional competency in the core academic subject area assigned

Special Knowledge/Skills:

• Knowledge of special needs of students in the transition-related area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting process, data collection requirements, relevant supplements, and implantation
• Specific knowledge of Applied Behavioral Analysis (ABA) and instructional techniques
• Specific understanding of appropriate verbal de-escalation and restraint techniques
• Strong organizational, written and oral communication, and interpersonal skills
• Knowledge of transition assessment and development of life plans

Experience:

• At least three years of teaching high school special education self-contained students who have been in Low Incident Disability classrooms

MAJOR RESPONSIBILITIES:

Instruction:

• Collaborate with students, parents, and other members of staff to develop independent living skills/transition/work-based IEP objectives and behavioral IEP objectives and all required supplements through the ARDCommittee process for each student assigned with specific emphasis on 18+ life/transition requirements
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required, including individual student-level data charts as related to their transition/lifeplan
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of all assigned student’sindividual disability, academic and behavioral characteristics, learning styles andneeds. Follow all district procedures for community-based instruction
• Provide instructional activities that are directly related to transition-related areas such as community resources for employment, living, education, social, recreational & leisure, and transportation areas related to 18+ services
• Prepare for and participate in annual and review ARD Committee meetings for assigned students
• Conduct present levels of academic achievement and functional performance (PLAAFPs) in relevant transition-related areas including an assessment of studentlearning strengths and weaknesses and use results to plan for instructionalactivities
• Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. Present subject matter according to current best practices for transition-related IEPs
• Conduct transition assessments and life plans according to current best practices
• Plan and supervise assignments for teacher aide(s) and volunteer(s)
• Use assistive and student-specific technology in the teaching/learning process
• Responsiblymaintain assistive devices for assigned students
• Maintain all required paperwork and documentation related to individual students for PEIMS, ARD, and transition requirements
• Alternative methods of instruction
• All other duties as assigned

Student Growth & Development:

• Conduct ongoing (at minimum, beginning, mid, end of the year) assessments ofstudent achievement through formal and informal testing as indicated by thestudent’s transition/life plan
• Provide and supervise personal care (including toileting needs, such as catheterization, menstrual assistance, lifting/transfer to accessible toilets orchanging table), medical care, and feeding (may include tube or bottle feeding or the special preparation of food) for students as stated in IEP
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal/director of special programs.
• Be a positive role model for students; support the philosophy of the special programs department (Whatever the student needs is our job description) and mission of the school district

Classroom Management and Organization:

• Create age-appropriate classroom environment conducive to learning and appropriate for the cognitive, physical, social, and emotional development ofstudents
• Manage student behavior and administer discipline. This includes intervening in crisis situations to include verbal de-escalation up to and potentially including physically restraining students as necessary according to IEP and according to adopted district procedures and guidelines.
• Consult with other classroom teachers and ARDCF regarding the management of student's academic, behavioral,or social and transition needs as addressed within the IEP
• Consult district and outside resource people regarding the educational, social,medical, and personal needs of students
• Take all necessary and reasonable precautions to protect students, equipment,materials, and facilities
• Assist in the selection of books, equipment, and other instructional materials

Communication:

• Establish and maintain open verbal and written communication by conducting conferences with parents, students, principals, special programs support providers and teachers
• Maintain a professional relationship with colleagues, students, parents, and community
• Use effective verbal and written communication skills to present information accurately, clearly, and on time

Other Duties:

• Participate in staff development activities to improve job-related skills
• Keep informed of and comply with federal, state, district, and school regulations and policies and procedures for special education teachers
• Compile, maintain, and file all physical and computerized reports, records, and other documents required. Assist lead ARDCF in completing PBMAS/SPP report requirements
• Obtain Commercial Driver’s License to operate the Community Based Instruction bus or demonstrate the ability to manage student travel via community resources
• Follow campus procedures for attendance, dress code, and other expectations as notified by the campus administrator

SUPERVISORY RESPONSIBILITIES:

• Supervise assigned teacher aide(s)

The demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking and reaching Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting