Special Education Teacher

Ascension parish School Board; Gonzales (LA); On-site; USD 42,000 - 56,000; Full time

Job summary

Ascension Parish School Board seeks a Special Education Teacher at Central Primary School in Gonzales, Louisiana. The role focuses on developing and implementing a program for students with disabilities, coordinating IEPs, and collaborating with SPED staff and general educators to deliver services.

The position requires a Bachelor’s in Special Education, valid Louisiana Teaching Certificate, and adherence to 182-school-day duties.

Qualifications

• Bachelor’s degree and certification in area of special education.
• Valid Louisiana Teaching Certificate.
• Board may require additional criteria.

Responsibilities

• Develops and implements an instructional program for students with disabilities.
• Plans, develops, and implements an IEP annually with the IEP team.
• Delivers IEP services in collaboration with SPED and general education staff.
• Maintains student confidentiality and completes required reports on time.
• Performs required paperwork in accordance with guidelines.

Skills

IEP development

Classroom management

Differentiated instruction

Collaboration

Education

Bachelor's degree in Special Education

Louisiana Teaching Certificate

Job description

Starting Date: Immediately

Job Description

JOB TITLE: Special Education Teacher

Central Primary School - Gonzales, Louisiana

JOB TYPE: 350

POSITION REPORTS TO: Principal / Supervisor

PAY GRADE: T-1

FLSA STATUS: Exempt

ASSIGNMENT PERIOD: 182 days

SUMMARY OF POSITION’S PURPOSE

Develops and implements an instructional program which meets the needs of students with disabilities.

MINIMUM QUALIFICATIONS

EDUCATION/CERTIFICATION – Bachelor’s degree. Certification in area(s) of special education. Valid Louisiana Teaching Certificate. Additional criteria the Board may require.

DUTIES AND RESPONSIBILITIES

Special Education Competencies

• Adheres to all local, state, and federal regulations regarding provisions of services to students with disabilities;
• Maintains and ensures student confidentiality;
• Plans, develops, and implements an Individual Education Plan for all students at least annually with appropriately constituted IEP team;
• Delivers each student’s IEP services in collaboration with other SPED teachers, paraprofessionals, general education teachers, and other service providers as appropriate;
• Compiles a progress report to be sent home at the end of each grading period with the student’s report card to inform parents of students’ progress toward established IEP goals;
• Completes all reports and required paperwork accurately and in a timely manner as required by local, state, and federal guidelines.

Designing and Planning Instruction

• Measurable and explicit goals aligned to state content standards.
• Activities, materials, and assessments that are aligned to state standards.
• Logical sequencing building on student’s background knowledge and sub-objectives.
• Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.
• Regular opportunities to accommodate individual student needs.

Assignment and assessment plans include:

• Student work assignments and assessments that are developed and aligned to pre-post tests, which are aligned to the high-stakes test. * (Teachers serving students with significant disabilities will address extended standards and assess students using the LAA1 instrument.)
• Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.
• Description of how results will be used to inform future instruction.

The Learning Environment:

• Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher-student and student-student interactions demonstrate caring and respect for one another.
• High and demanding expectations are set for every student whereby all students are encouraged to learn from mistakes and given opportunities to experience success.
• Classroom physical arrangement is organized and understandable to all students allowing easy and ready access to supplies, equipment, and resources.

Instruction:

• Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated. S/O are consistently referred to and connected to what students have previously learned.
• Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued and learning is personally meaningful and/or relevant to students.
• Instructional content is presented through the use of visuals with examples, illustrations, analogies, and/or labels leading to student mastery of specific skills in a more efficient manner.
• Lesson is effectively segmented so that sufficient time is allocated to all parts of the lesson to best support student learning - a clear beginning, middle, and end with time for reflection.
• Variety of materials and activities, clearly aligned to objectives, is utilized to address various learning styles and intelligences.
• Frequent, purposeful and coherent questioning is varied and high quality, providing a balanced mix of question types that require active responses from students.
• Specific and timely academic feedback supports student learning as opposed to informing students of the accurateness of their responses. Feedback is also used to make adjustments in instruction.
• Instructional grouping of students consistently maximizes student understanding and facilitates opportunities for students to set personal goals, reflect on, and evaluate their learning.
• Strong content knowledge is demonstrated by connecting the content being taught to other ideas and concepts. Utilization of subject-specific instructional strategies enhances student content knowledge.
• Teacher knowledge of students is evident and differentiated instructional methods ensure students have the opportunity to master what is being taught.
• Opportunities are provided during instruction to students to hone their research-based thinking skills and to think analytically, practically, and creatively.
• Activities are implemented to teach and reinforce problem solving skills so that students can manage complex tasks and higher levels of learning.

Professional Responsibilities:

• Seeks out opportunity for professional development and makes a systematic effort to conduct action research through professional learning communities (PLC).
• Prompt, prepared, and participates in PLCs using student work to enhance and improve personal proficiency.
• Seeks out feedback on teaching from both supervisors and colleagues.
• Challenges negative attitudes or practices to ensure that all students are honored, both emotionally and academically, in the school and throughout the district.
• Accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
• Information is provided to families frequently on student progress with concern for professional and cultural sensitivity.
• Peforms other duties as required.

Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports:

Instructional Components

• Fulfill duties traditionally expected of those in supervisory positions
• Lesson Plans
• Instruction
• Collaborate with colleagues and departments
• Grade papers
• Take and record attendance
• Enter/Average grades
• Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher

Supervision

• Supervision of students when students are on or off campus at a school related/sponsored event
• Supervision of students prior to school and/or drop-off, when assigned
• Supervision of students in the classroom
• Supervision of students between classes, during recess/intermission, during lunch, assemblies
• Supervision of students after school and/or pick-up, when assigned

Non-instructional Components

• Attend meetings generally associated with the instructions of students
• Attend faculty, staff, and department meetings
• Attend training sessions
• Attend IEP meetings
• Attend parent-teacher conferences
• Attend back-to-school and open-house events
• Attend graduation
• Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
• Attend school board/committee meetings, upon request

Extracurricular Activities

• Attend/work concessions/gates of no more than 15 athletic events per school year as requested by the principal or designee
• Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor

NOTE: This job description is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. The Ascension Parish School Board reserves the right to change this description at its discretion.

Position Type: Full-Time

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Human Resources Department
• Phone: [phone]
• Email: [e-mail]