7921- Elementary Special Education Teacher - ABLE

Pasadena Independent School District; United States; On-site; USD 50,000 - 60,000; Full time

Job summary

Pasadena Independent School District is seeking a dedicated Elementary Special Education Teacher. This role focuses on providing tailored instruction to students identified under IDEA, ensuring their educational development per their Individual Education Plans.

The ideal candidate will have a Bachelor's degree and be a certified teacher, with a deep understanding of various disabilities, classroom management, and collaboration with other educational professionals.

Qualifications

• Understanding of special education laws and individual education plans.
• Ability to engage with students with diverse learning needs.

Responsibilities

• Plan and provide instruction for students with disabilities per their IEPs.
• Maintain accurate records and monitor student progress.
• Collaborate with multidisciplinary teams to support student needs.

Skills

Understanding of disabilities and instructional requirements

Ability to create a conducive classroom environment

Knowledge of evaluation procedures

Strong oral and written communication skills

Ability to use technology

Education

Bachelor's degree from an accredited university

Valid Texas teaching certificate

Job description

7921- Elementary Special Education Teacher – ABLE JobID: 7921

Provide instruction in accordance with the Individual Education Plan to students identified under IDEA. Participate in the Child Centered Process as a member of the Multidisciplinary Team. Participate in the ARD/IEP process as the representative or committee member from special education instruction.

Job Details

Job Title: Special Education Teacher

Duty Days: 187 Days

Pay Grade: T07–T08

Salary Schedule: Click for Salary Schedule

Qualifications

• Bachelor's degree from an 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 students' learning styles and ability to teach to all modalities
• Knowledge of evaluation procedures to determine students' academic and social growth, maintain records, and prepare progress reports
• Willingness to be available for educational purposes outside the instructional day
• Support administrative decisions, guidelines, and instructions; assist in formulating campus and district policies when requested
• Reasoning ability to define problems, collect data, establish facts, and draw valid conclusions
• Awareness of all district requirements and TEA policies when performing duties
• Ability to read, analyze, and interpret instructional materials
• Apply current research and theory to instructional program; plan and implement lessons based on objectives, needs, and abilities of students
• 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, and typewriter
• In some settings the teacher may be required to:
• Provide care of students with physical disabilities including feeding of specialized food or tube feeding, diapering and catheterization, and specialized care needs such as suctioning and CPR
• Attend staff development designed for specific areas of instructional specialty
• Receive training (e.g., CPR, sign‑language, catheterization, tube feeding, Non‑Violent Crisis Intervention, Level System Training, In‑Home and/or Parent Training, and content‑area skills such as reading instruction)
• Consult with related service personnel such as Speech Language Pathologist, Occupational Therapist, Physical Therapist, Assistive Technology Teacher, and Teacher of students with Visual or Auditory Impairments to incorporate IEP activities 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)

Major 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 (e.g., assignment sheets, grade books, attendance records, report cards, daily tracking charts)
• Attend Admission, Review and Dismissal Committee meetings and prepare draft copies of goals, objectives, and Behavior Management plans for presentation
• Participate in the Child Centered Process as a member of the Multidisciplinary Team
• Complete Individual Education 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
• Plan and implement a program of study that meets the individual needs, interests, and abilities of students using challenging and varied interactive strategies
• Provide support to promote success for students assigned to and returning from alternative settings and include parents in planning
• Steer the learning process toward the achievement of individual goals and establish clear objectives for all lessons, units, projects, etc., and communicate these objectives to students
• Maintain inventory of instructional aids, materials, and textbooks in accordance with campus guidelines
• Initiate and encourage communication between the home and the school and interpret the school program and district policy to the community
• Assist in establishing a budget and ordering supplies in accordance with campus/district policy
• Create a learner‑centered community by collaboratively identifying needs; plan and assess 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 as well as academic problems
• Pursue personal and professional growth opportunities through staff development and/or institutions of higher learning, modeling professional standards and teaching excellence
• Administer Alternative Assessments as specified in ARD/IEP report
• 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

Working Conditions

Mental Demands

Ability to communicate effectively (verbal); maintain emotional control under stress; interpret policy, procedures, and data; coordinate district functions.

Physical Demands / Environmental Factors

Lifting and carrying more than 50 pounds. Moving and positioning students with severe physical disabilities. Sitting on floor to provide instruction and stimulation. Bending, climbing stairs, crouching, seeing, talking, reading, hearing, writing, and crawling.