High School Special Education Behavioral Teacher

Sdisd; United States; Sur place; USD 52 000 - 78 000; Plein temps

Résumé du poste

Sdisd is seeking a High School Special Education Behavioral Teacher to support learning for students with diverse needs in a Texas school. You will develop IEPs, implement targeted instruction, and collaborate with families and staff to promote growth.

The role requires adapting curricula and coordinating with ARD teams to set achievable goals. You will conduct ongoing assessments, manage behavior per IEP, and participate in staff development.

Qualifications

• Bachelor’s degree from an accredited university.
• Valid Texas teaching certificate with required special education endorsements for assignment.
• Experience with student teaching, approved internship, or related work experience.

Responsabilités

• Collaborate with students, parents, and staff to develop IEPs through ARD for each student assigned.
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
• Assess student learning styles and plan and use appropriate instructional strategies and materials.
• Present subject matter effectively and according to IEP guidelines, using a variety of instructional techniques and technology.
• Work with classroom teachers to modify regular curricula and assist special education students in regular classes with assignments.
• Participate in ARD Committee meetings on a regular basis.
• Assist in selection of books, equipment, and other instructional media.
• Establish open communication with parents and staff through conferences and ongoing updates.
• Keep compliant with district, state, and federal regulations for special education.

Connaissances

IEP knowledge

ARD process

Curriculum adaptation

Collaboration with parents

Assessment design

Formation

Bachelor’s degree

Texas teaching certificate with SPED endorsements

Description du poste

High School Special Education Behavioral Teacher

Job Description

Primary Purpose:

Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, behavior, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignment

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

Knowledge of how to adapt curriculum and instruction for special needs

Experience:

Student teaching, approved internship, or related work experience

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.
• Conduct assessment of student learning styles. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
• Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student 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.
• Participate in selection of books, equipment, and other instructional media.

Student Growth and Development

• Conduct ongoing assessments of student achievement through formal and informal testing.
• Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal.
• Consult district and outside resource people regarding education, social, medical, and personal needs of students.

Classroom Management and Organization

• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.
• Implement and address the student dress code at all times to support campus administration with daily compliance.
• Consult with classroom teachers regarding management of student behavior according to IEP.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion.

Other

• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain professional relationships with parents, students, and colleagues.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

Direct the work of instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards

Mental Demands: Maintain emotional control under stress