Teacher: Special Education Resource/Inclusion (25-26 SY)

San Marcos Consolidated ISD; San Marcos (TX); On-site; USD 45,000 - 60,000; Full time

Job summary

San Marcos Consolidated ISD is seeking a dedicated Special Education Teacher to provide effective learning experiences tailored to students with special needs. This position involves curriculum development according to IEP goals, collaboration with staff and parents, and implementing individualized instructional strategies to enhance student success. The ideal candidate will hold a relevant Bachelor's degree and a Texas teaching certificate, with a commitment to fostering a supportive learning environment.

Qualifications

• Bachelor’s degree in education required.
• Experience with IEP development is essential.
• Consultation and collaboration skills are necessary for teamwork.

Responsibilities

• Develop and modify curriculum based on IEP goals.
• Implement instructional programs for special education.
• Collaborate with teachers to support inclusive education.

Skills

Knowledge of special needs of students

Consultation skills

Collaboration skills

Education

Bachelor's degree from accredited university

Valid Texas teaching certificate with endorsements

ESL Certification required within 12 months

Job description

JOB TITLE: Special EducationTeacher WAGE/HOUR STATUS: Exempt

REPORTS TO: Principal

DEPT. /SCHOOL: Campus Assigned DATE REVISED: February 2025

PRIMARY PURPOSE:

Provide special education students with appropriate learning activities and experiences based on goals and objectives identified in the student's IEP. Develop or modify curriculum and prepare lessons and other instructional materials according to students’ 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
ESL Certification is required within twelve months of employment for K-5 General Education, 6-12 English Language Arts Reading (ELAR), and Special Education (SPED) ACL Teachers.

Special Knowledge/Skills:
Knowledge of special needs of students in assigned area.
Knowledge of Admission, Review, and Dismissal Committee process and IEP goal setting process and implementation.
General knowledge of curriculum and instruction.
Consultation skills and collaboration skills

Minimum Experience:
At least one year of student teaching or approved internship.

MAJOR RESPONSIBILITIES AND DUTIES:

1. Collaborate with students, parents and other members of the staff to develop Individual Education Plans (IEP) through the Admission, Review, and Dismissal (ARD) Committee process for each student assigned.

2. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
3. Plan and use appropriate instructional/learning strategies, activities, materials and equipment that reflect accommodation for individual needs of students assigned.

4. Collaborate with classroom teachers to modify regular curricula as needed and assist students included in regular classes with assignments.

5. Prepare for Admission, Review and Dismissal (ARD) Committee meetings by:
a. Updating existing IEP with written notation;
b. Administering criterion-referenced or curriculum based assessments according to special education department procedures;
c. Completing the academic and/or developmental, behavioral
competencies information; (PLAAFP)
d. Drafting modifications of regular education instruction.
e. Drafting new IEP goals and objectives to send home to parents for review

6. Participate in the Admission, Review and Dismissal (ARD) Committee meetings by:
a. Attending as the deaf education representative
b. Explaining and discussing the student's progress on previous IEP, current
competencies, proposed IEP goals and objectives, and proposed class,
schedule, modifications/accommodations, and supplemental aids
c. Providing information regarding state testing recommendations and previous
year results
d. Reporting transition goals and activities as needed

7. After the Admission, Review and Dismissal (ARD) Committee meeting:
a. Distribute IEP paperwork to all teachers who will be responsible for implementing the accommodations/modifications
b. Provide and utilize supplemental aids as determined by the ARD committee
c. Implement the student’s IEP.
d. Provide written evidence of student growth toward IEP by completing progress reports.

8. Conduct formal and informal assessment of student learning styles and use
results for instructional activities.

9. Present the subject matter according to guidelines established by the IEP.

10. Employ a variety of instructional techniques and media consistent with the
needs and capabilities of each student assigned.

11. Plan and supervise purposeful assignments for instructional assistants/aide(s) and/or volunteers.

12. Use technologies including assistive technology in the teaching/learning
process.

13. Consistently assess student achievement through formal and informal testing.

14. Provide or supervise personal care, medical care, and/or feeding of students
as stated in IEP.
15. Assume responsibility for extracurricular activities as assigned and may
sponsor outside activities approved by the school.
16. Present a positive role model for students that supports the mission of the school district.

17. Create a classroom environment conducive to learning and appropriate to the physical, social and emotional development of students.

18. Manage student behavior and administer discipline including non-verbal crisis intervention and physical restraint of students according to IEP and training requirements.

19. Consult with regular classroom teachers and other staff members regarding management of student behavior according to IEP.
20. Consult with district and outside resource personnel regarding management of student behavior according to IEP.

21. Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.

22. Assist in the selection of books, equipment, and other instructional materials.

23. Establish and maintain open lines of communication with students and their parents on a consistent basis.

24. Proactively seeks parental support and input by:
a. Communicating with parents concerning the needs, problems and progress of their child;
b. Assisting parents in contacting other community agencies which may
provide services for their child;
c. Documenting formal and significant informal parent/teacher conferences, contact with other agencies or professionals concerning individual students.
25. Maintain a professional relationship with all colleagues, students, parents and community members.

26. Use acceptable communication skills to present information accurately and
clearly.

27. Participate in the district/campus staff development program.

28. Demonstrate interest and initiative in professional improvement.

29. Demonstrate behavior that is professional, ethical and responsible.

30. Keep informed of and complies with federal, state, district and school regulations and policies for special education teachers.

31. Compile, maintain and file all reports, records and other documents required.

32. Comply with district and campus grading and homework policies.
33. Attend and participate in faculty meetings and serve on staff committees as required.

34. Maintain the integrity of confidential student records.

35. Comply with all district and local campus routines and regulations.

36. Report to work at designated site on a regular daily basis according to established work schedule.

37. Perform other duties and responsibilities as assigned by supervisor/principal.

SUPERVISORY RESPONSIBILITIES:

Supervise assigned instructional assistants/aide(s) and assist in the supervision of assigned student teachers and/or volunteers

WORKING CONDITIONS:

Mental Demands:
Ability to communicate (verbal and written); ability to instruct; maintain emotional control under stress.
Physical Demands/Environmental Factors:
Frequent standing; stooping; bending; kneeling; pushing and pulling; regular heavy lifting of students. Biological exposure to bacteria and communicable diseases; exposure to students who may display violent behavior.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.