Special Education Teacher: In class support

Anova Education; Town of Texas (WI); On-site; USD 40,000 - 60,000; Full time

Job summary

A school in Texas is seeking a Special Education Teacher to provide in-class support to students with special needs. The role includes designing instructional activities tailored to individual student requirements, managing behavior interventions, and ensuring compliance with educational guidelines. Candidates should hold a Bachelor’s degree and a Texas teaching certificate, with experience in special education preferred. This position focuses on fostering a safe and supportive learning environment for all students.

Qualifications

• Bachelor's degree from an accredited university.
• Valid Texas teaching certificate with necessary endorsements.
• One year of student teaching or approved internship.

Responsibilities

• Provide and support specially designed instruction to meet student needs.
• Collect data to monitor and show student progress.
• Work with teachers to implement lessons and interventions.

Skills

Knowledge of curriculum and instructional methods

Knowledge of disabilities and supports

Behavior modification techniques

Understanding of ARD Committee process

Education

Bachelor’s degree from an accredited university

Valid Texas teaching certificate

Job description

Position: Special Education Teacher: In‑class support

Campus: Ruth E. Laird Elementary School

Wage/Hour Status: Exempt/Professional

Immediate Supervisor(s): Principal

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY

• Provide students, who have special education support services, with appropriate learning activities and experiences to help them fulfill their potential
• Follow special education regulations set forth by the district, state, and federal guidelines
• Enable students to develop competencies and skills for intellectual, emotional, physical, behavioral, and social growth to function successfully in society
• Oversee the programming and support for the students assigned, documenting evidence, gathering data, and preparing documents to report on progress and make recommendations to the ARD committee

QUALIFICATIONS

Education/Certification:

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate with required endorsements or training for the subject and level assigned

Special Knowledge/Skills:

• Knowledge of curriculum and instructional methods including accommodations, adaptations, and alterations to the curriculum and instruction to address the academic needs of special populations to support student outcomes.
• Knowledge of disabilities and supports to address the specific needs of special populations
• Specialized training/experience in behavior modification, pro‑social skills, and/or supports to address the behavioral needs of special populations
• Knowledge of the Admission, Review, and Dismissal (ARD) Committee process, Full and Individual Evaluation (FIE) review, Individual Education Plan (IEP) goal‑setting process, data collection requirements, relevant supplements, and implementation requirements set by the state and federal guidelines

Experience:

• One‑year student teaching or approved internship

MAJOR RESPONSIBILITIES

Instructional/Behavioral:

• Provide and/or support specially designed instruction and collect data to monitor and show student progress; including academic, behavioral, and other functional goals as outlined in the student ARD documents
• Use student data to determine instructional goals, objectives, and methods appropriate to the student, according to district requirements (for example using logs and other tools)
• Work collaboratively with teachers and campus teams to develop, implement and/or provide lessons and interventions to proactively plan for students’ needs that include, as appropriate, accommodations, modifications, prerequisite skills, and behavioral/social supports
• Plan and use appropriate instructional/learning strategies/behavioral and pro‑social strategies incorporating activities, materials, equipment, and technology that reflect an understanding of the needs of students assigned, according to guidelines established by Texas Education Agency, board policies, and administrative regulations
• Manage or assist campus staff in using Behavior Intervention Plans, IEP goals, accommodations, and other supports as appropriate for each student as outlined in their ARD
• Support students inside and outside of the classroom as assigned for instruction, intervention, prevention, and monitoring (i.e. small group, direct instruction, pull out, check‑in, monitor, supervision)
• Maintain student support records, logs, and documentation as outlined in the district special education procedures
• Provide a safe environment; utilize de‑escalation strategies and interventions to support students in behavior management and self‑regulation. (Crisis Prevention and Intervention annual training required based on district standards and reporting)

Instructional Support Teacher:

• Participate in campus Professional Learning Communities (PLC) and collaborative meetings to improve instruction and learning
• Work closely with teachers and other campus staff using campus and district data to guide instruction and intervention
• Conduct observations and formative assessments to determine baseline and progress data of student learning and use results to collaborate and plan instructional activities with teachers
• Use the district screener tools to gain student performance data at the beginning, middle, and end of the year to share with parents and at the annual ARD committee meeting

Behavior Support Teacher:

• Assist campus administration with the implementation of collaborative campus positive behavioral support systems (as required by the TEA Texas Behavior Support Initiative (TBSI) and restorative discipline
• Facilitate meetings with campus student intervention teams to design and implement behavior interventions for general education students with persistent behavior problems
• Gather and present behavioral data (e.g. functional behavioral analysis, time sampling, frequency occurrence, documentation of intervention)
• Assist in developing and maintaining behavior plans for special education and 504

Students

• Provide behavioral assistance to teachers via modeling, writing effective and measurable IEP objectives, designing and writing reasonable and effective behavioral intervention plans (BIP)

SUPERVISORY RESPONSIBILITIES

• Direct the work of assigned instructional aide(s).
• Develop and supervise schedules, plans, and data collection for the paraprofessionals that support students based on their needs
• Oversee and document completion of tasks by assigned instructional aide(s)

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning students with physical disabilities, controlling behavior through physical restraint, assisting non‑ambulatory students, and lifting and moving adaptive and other classroom equipment
• Environment: Work inside and outside (exposure to the sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and in writing, instruct and maintain emotional control under stress
• Professional Dress: Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent. During work hours, visible body piercings (except earrings) will not be allowed.

EVALUATIONS

• Performance of this position will be evaluated annually