Special Ed Emotional Support Teacher, High School

Reading School District; Reading (Berks County); On-site; USD 45,000 - 65,000; Full time

Job summary

Reading School District is seeking a dedicated Special Education Teacher to work with students requiring support in social, academic, and life skills. The role includes collaborating with staff and parents to develop Individual Education Programs (IEPs) and ensuring that each student's learning environment is conducive to their success.

The ideal candidate will have a valid Pennsylvania teaching certificate and an appropriate degree, alongside a passion for supporting diverse learners. This position offers the chance to make a significant positive impact in the lives of students.

Qualifications

• Possession of appropriate degree and state certification is required.
• Ability to read and interpret professional documents and communicate with staff is critical.
• Experience working with special education students is preferred.

Responsibilities

• Teach basic social, academic, and life skills to special education students.
• Collaborate on Individual Education Programs (IEPs) for each student.
• Communicate progress effectively with parents and staff.

Skills

Ability to develop and maintain records

Ability to communicate clearly

Ability to work as a team member

Effective relationship building

Education

Appropriate degree and certification

Current Pennsylvania Teaching Certificate

Tools

Multimedia and technology for education

Job description

Position Title: Special Education Teacher
Classification: REA
Reports To: Building Principal / Director of Special Education
Position Goal: To teach basic social, academic, and home living related skills to students in schools and centers using a variety of teaching techniques, materials, and equipment to initiate and reinforce learning; provides appropriate therapeutic or instructional activities to teach other life skills; develops or modifies curricula and prepares lessons and other instructional materials according to ability levels, disabilities, and impairments of students.

ESSENTIAL FUNCTIONS

1. Participates in eligibility process, as assigned, and after student is determined eligible for special education program, participates in the in-take process
2. Assess student abilities as related to desired educational goals, objectives, outcomes and disability or impairment
3. Collaborates with staff and parents to develop Individual Education Programs for each student assigned
4. Collaborates with staff and parents to develop Functional Behavioral Assessments, Evaluation Reviews and Manifestation Determinations as needed
5. Plans appropriate instructional/learning strategies and activities including determination of appropriate kind and level of materials and equipment
6. Participates in and/or chairs Individualized Education Program (IEP) and evaluation report meetings
7. Implements an instructional, therapeutic, or skill development program which provides appropriate experience
8. Manages the behavior of learners in instructional setting to ensure environment is conducive to the learning process, and assists and participates in management of student behavior in other parts of the school and school grounds
9. Coordinates educational activities with other professional staff, both school and no school based, as required to maximize learning opportunities
10. Continually assesses student achievement through use of formal and informal testing, maintaining appropriate assessment and evaluation documentation for institutional and individual reporting purposes
11. Utilizes a variety of instructional materials and available multimedia and technology to enhance learning
12. Requests assistance of and works with resource personnel both school and nonschool based as needed
13. Works in a self contained, team, departmental, or itinerant capacity as assigned (may work off site as an extension of any of the above)
14. Participates in inservices and staff development activities and staff meetings as required or assigned
15. Continual learning of technology, programming and information related to the field of education and special education
16. Ensures confidentiality of information in reference to HIPPA/FERPA and IDEA regulations
17. Communicates with all school personnel in reference to the students IEP, with continual monitoring and reporting of progress
18. Ensures continuous communication with parents and school personnel, both written and oral, to keep them informed in the student’s progress
19. Communicates with students on expectations and keeps them informed of their progress in meeting those expectations as appropriate
20. Manages allotted learning time to maximize student achievement
21. Assigns work to educational assistants, attendants, and parent and student volunteers as needed
22. Ensures classroom and/or instructional environment are attractive, healthful, safe, and conducive to learning, and that materials are assessable to students and in good condition
23. Provides or supervises care and feeding of students who, because of age or disability, do not have feeding and self-help or abilities, may include tube feeding
24. Performs other duties as assigned by the Superintendent or his/her designee. This job description does not constitute an exhaustive list of responsibilities and management may revise it at any time.

SUPERVISORY RESPONSIBILITIES

None

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE: Possession of appropriate degree and certification

CERTIFICATES, LICENSES, REGISTRATIONS: Current Pennsylvania Teaching Certificate; valid PA Driver’s License.

LANGUAGE SKILLS

1. Ability to read, analyze, and interpret common professional and technical journals, governmental regulations and legal documents
2. Ability to respond to common inquiries from staff and regulatory agencies
3. Ability to write reports, and correspondence
4. Ability to effectively present information and respond to questions from administration, students, and parents.

MATHEMATICAL SKILLS

1. Ability to work mathematical concepts such as probability and statistical inference
2. Ability to apply concepts such as fractions, percentages, ratios and proportions for practical situations.
3. Ability to interpret and present mathematical curriculum to students

REASONING ABILITY

1. Ability to define problems, collect data, establish facts and draw valid conclusions
2. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER SKILLS and ABILITIES

1. Ability to develop and maintain required records and reports
2. Ability to establish and maintain effective working relationships with peers, parents and the community
3. Ability to work as a team member
4. Ability to maintain personal self-control in stressful situations
5. Ability to communicate clearly and concisely both orally and in writing.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to walk and talk or hear. The employee frequently is required to stand and sit. The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls; and reach with hands and arms. Some driving is necessary. May require lifting minimum of 25 pounds or more. Specific vision abilities required by this job include close vision, distance vision, and depth perception. Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints. (The position frequently requires the employee to work irregular or extended hours.)

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet but may be moderate to loud at times. The employee is frequently required to interact with the parents, public and staff during and after the normal workday. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact and patience. (The employee is directly responsible for the safety, well-being and work output of subordinate staff.)

EVALUATION

The employee will be formally supervised and evaluated with regard to his/her duties on a regular basis by the Building Principal.

The position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of any and all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. The Reading School District is an equal opportunity employment, educational and service organization.