SPECIAL EDUCATION TEACHER
Location: JORDAN ELEMENTARY
Group: 10/24 PRO
The job of the Teacher – Special Education was established for the purpose(s) of providing support to the instructional process
by serving as a teacher with specific responsibility for developing success for special education students in the areas of academics,
interpersonal skills and activities of daily living; supervising students within the classroom and other assigned areas;
developing lesson plans and delivering group and individual student instruction within established curriculum guidelines;
collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom
issues; and responding to a wide range of inquiries from students’ parents or guardians regarding instructional program and
student progress by collecting and analyzing data.
This job reports to School Site Principal.
• Adapts classroom instruction and assists in providing accommodations and/or modifications, after collaborating with
general education teachers, for the purpose of providing students with instructional materials that address individualized
learning plans with established lesson plans.
• Administers developmental testing programs, subject specific assignments, etc. for the purpose of assessing student
competency levels and/or developing individual learning plans.
• Administers, if nurse is not available, first aid and assistance to children (e.g. toileting, diapering, etc.) for the purpose of
providing appropriate care for children as assigned.
• Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student’s
achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
• Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and
communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students,
parents and administration.
• Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the
purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the
school improvement plan.
• Counsels and refers to related services, if needed, students for the purpose of improving performance, health status,
problem-solving techniques and a variety of personal issues.
• Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an
effective program that addresses individual student requirements.
• Develops and implements specialized instruction students for the purpose of improving their success in academics through
a defined course of study.
• Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Participates in a variety of meetings, including IEP, referral, and/or data meetings for the purpose of conveying and/or
gathering information required to perform functions.
• Prepares a variety of written materials (e.g. adaptive materials, grades, attendance, anecdotal records, IEP’s, behavior logs,
data, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Maintains special education files, both paper and electronic files, as directed by federal, state, and local practices.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate
personnel for resolution.
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• Reports incidents (e.g. altercations, suspected child abuse, suspected substance abuse, harassment, zero tolerance offenses
etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to
state law and board policies.
• Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, students, central office staff,
etc.) for the purpose of resolving issues, providing information and/or direction.
• Directs and supervises teacher assistants, student teachers, volunteers and/or student workers for the purpose of providing
an effective classroom program and addressing the needs of individual students.
• Supports other classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or
individual student plans.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to
meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include:
applying assessment instruments; operating standard office equipment including using pertinent software applications; and
preparing and maintaining accurate records.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical
information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and
draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include:
appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child
development; and behavioral management strategies.
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related
equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different
processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals
and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment. Problem solving is
required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of
guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform
the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities;
maintaining confidentiality; exhibiting tact and patience; and working flexible hours.
Responsibilities include: working under limited supervision using research-based practices and/or methods; directing other
persons within a small work unit; and tracking budget expenditures.
The usual and customary methods of performing the job’s functions require the following physical demands: some lifting,
carrying, pushing, and/or pulling; and significant fine finger dexterity. Generally the job requires 40% sitting, 20% walking, and
EXPERIENCE: Job related experience is required.
EDUCATION: Bachelor’s degree in related field required.
EQUIVALENCY: None Specified