7870 - Elementary Special Education Teacher - BSS

Pasadena Independent School District; South Houston (TX); On-site; USD 50,000 - 70,000; Full time

Job summary

Pasadena Independent School District is seeking an Elementary Special Education Teacher for South Houston Elementary School. The role involves teaching students with disabilities, collaborating with other service professionals, and maintaining accurate records.

The ideal candidate will have a Bachelor's degree and a valid Texas teaching certificate. Strong organizational skills and the ability to create an effective learning environment are essential.

Qualifications

• Bachelor's degree from an accredited university.
• Valid Texas teaching certificate with required endorsements.

Responsibilities

• Plan and provide instruction to students with disabilities.
• Interface with other service providers to coordinate educational efforts.
• Maintain accurate records and report data.
• Attend Admission, Review, and Dismissal meetings.

Skills

Understanding of disabilities and instructional requirements specific to various disabilities

Ability to create an attractive classroom environment

Knowledge of evaluation procedures

Skill in oral and written communication

Organizational and time management skills

Education

Bachelor's degree from accredited university

Valid Texas teaching certificate

Job description

Position Overview

Elementary Special Education Teacher – BSS, South Houston Elementary School. Duty Days: 187 days. Pay Grade: T07-T08. Salary Schedule: click for schedule. Position Type: Certified/SPED Teacher.

Education & Certification

• Bachelor's degree from accredited university.
• Valid Texas teaching certificate with required endorsements for subject and level assigned.

Special Knowledge & Skills

• Understanding of disabilities and instructional requirements specific to various disabilities.
• Understanding of medical conditions and safety precautions specific to the condition.
• Ability to create a classroom environment that is attractive and conducive to learning and appropriate to the maturity and interest of the students.
• Ability to guide students to set and maintain standards of classroom behavior that conform to district policy and encourage self-discipline and safety.
• Knowledge of the learning styles of students and teaching to all modalities.
• Knowledge of evaluation procedures to determine students' academic and social growth with a fair and impartial attitude, keeping appropriate records and preparing progress reports.
• Willingness to be available to students, parents and staff for education‑related purposes outside the instructional day.
• Understanding and supporting administrative decisions, guidelines, and instructions, and assisting in formulating campus and district policies when requested.
• Reasoning ability to define problems, collect data, establish facts, and draw valid conclusions.
• Ability to perform duties with awareness of all district requirements and TEA policies.
• Ability to read, analyze, and interpret instructional materials.
• Ability to apply knowledge of current research and theory to instructional program, planning and implementing lessons based on objectives, needs and abilities of assigned students.
• Ability to establish and maintain effective relationships with students, peers and parents.
• Skill in oral and written communication.
• Organizational and time management skills to manage classroom behavior, routines, and procedures.
• Ability to use technology such as computer, calculator, typewriter.
• In some settings the teacher may be required to: provide care of students with physical disabilities including feeding, tube feeding, toiling, diapering, catheterization, and specialized care such as suctioning and CPR; attend staff development designed for specific areas of instructional specialty; receive training in CPR, sign‑language, catheterization, tube feeding, Non‑Violent Crisis Intervention, Level System Training, In‑Home and/or Parent Training, and reading instruction; consult with related service professionals such as Speech Language Pathologists, Occupational Therapists, Physical Therapists, Assistive Technology Teachers, and teachers of students with Visual or Auditory Impairments, incorporating activities per the IEP into daily instruction; lift or otherwise move students; physically restrain students using Non‑Violent Crisis Intervention Techniques, perform duties of in‑home trainer after school hours; position students using special equipment; drive a motor vehicle (helpful but not required).

Responsibilities and Duties

• Plan and provide instruction to students identified as disabled under IDEA in accordance with the Individual Education Plan.
• Interface with other service providers such as Speech Language Pathologists, counselors, and occupational and physical therapists to coordinate educational efforts.
• Maintain accurate records and report data as requested including assignment sheets, grade books, attendance records, report cards, and daily tracking charts.
• Attend Admission, Review and Dismissal (ARD/IEP) Committee meetings and prepare draft goals, objectives, and behavior management plans for presentation.
• Participate in the Child Centered Process as a member of the Multidisciplinary Team.
• Complete Individual Educational Plan assessments as part of the Child Centered Process.
• Evaluate student progress in accordance with guidelines established in the IEP.
• Monitor special education students' progress in general education settings.
• Maintain the physical environment of the classroom for organizational and instructional purposes.
• Develop and implement behavior management plans.
• Provide instructional and curricular modifications to meet academic, behavioral, and physical needs of students with disabilities.
• Teach TEA/district/Campus approved curriculum in accordance with the IEP.
• Meet and instruct assigned classes at designated locations and times, planning and implementing a program of study that meets individual needs and interests using varied interactive strategies.
• Provide support to promote success for students assigned to and returning from alternative settings, involving parents in planning.
• Steer the learning process toward achieving individual goals and establish clear objectives for all lessons, units, and projects, communicating these objectives to students.
• Maintain inventory of instructional aides, materials, and textbooks in accordance with campus guidelines and SERS, returning items in good condition upon request.
• Initiate and encourage communication between home and school, interpreting the school program and district policy to the community.
• Assist in establishing a budget and ordering supplies in accordance with campus/district policy.
• Follow district guidelines in collecting, receiving, and depositing funds.
• Create a learner‑centered community by collaboratively identifying needs and assessing instruction using technology and other resources.
• Assume responsibility for the safety, well‑being, and work output of students and others under supervision.
• Help students with personal and academic problems.
• Pursue personal and professional growth through staff development and higher education opportunities, modeling professional standards and teaching excellence.
• Administer alternative assessments as specified in ARD/IEP reports.
• Interface with general education teachers to maintain student progress and knowledge of current curriculum.
• Perform other duties as assigned by the principal or Director of Special Education.

Work Conditions

Students with severe physical disabilities may require lifting, carrying, assisting with feeding, tube feeding, diapering, catheterization, suctioning, CPR, and physical restraint. The teacher may operate a personal motor vehicle for school business. Physical demands include lifting more than 50 pounds, moving students, sitting on the floor, bending, climbing stairs, crouching, and full sensory engagement.