Special Education Teacher, Mild/Moderate & Mod/Severe
Bret Harte Union High School District
Altaville, CA
Internship
Education
Posted on March 20, 2019
BRET HARTE UNION HIGH SCHOOL DISTRICT
Job Specification for
SPECIAL EDUCATION TEACHER - MILD/MODERATE
BASIC FUNCTION:
Under the direction of a site administrator or the Director-Special Education & SELPA, provide instruction, assessment and program planning for special education students with a primary disability of autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, and serious emotional disturbance; monitor and evaluate student progress and behavior; research, obtain and provide instructional materials for special education services; serve as an informational resource for students, parents, District personnel and community organizations; work within a pull-out Learning Center environment or within a self-contained classroom.
ESSENTIAL FUNCTIONS:
1. Provide instruction, assessment and program planning for special education students with a primary disability of specific learning disabilities, mild/moderate intellectual disabilities, other health impairment, and emotional disturbance; participate in preparing Individual Education Plan goals and objectives for eligible students; suggest alternate resources, programs or interventions for ineligible students.
2. Monitor and evaluate progress and behavior of eligible special education students; oversee short-term student instruction for ineligible students; prepare report card grades as appropriate.
3. Research, obtain and provide instructional materials for special education services.
4. Serve as an informational resource for students, parents, District personnel and community organizations; respond to inquiries and provide information, recommendations and interpretation of student records.
5. Receive and respond to referrals from faculty, psychologists, parents, administrators, physicians and other personnel; provide screening and academic assessment for special education students referred by the Student Study Team and other referring groups; interpret assessment results for team members; write behavior support plans.
6. Prepare and maintain a variety of records and reports related to assigned activities and student progress and behavior; retrieve official records for parents and District personnel as requested.
7. Coordinate and conduct various team meetings and implement team recommendations as assigned.
8. Train and provide work direction and guidance to assigned personnel; organize and conduct in-services for parents or staff as directed.
9. Operate a variety of office and classroom equipment including a computer and assigned software.
10. Monitor Department expenditures as appropriate.
11. Perform related duties as assigned.
DEMONSTRATED KNOWLEDGE AND ABILITIES:
KNOWLEDGE OF:
1. Practices and procedures of instruction, assessment and program planning for special education students with a primary disability of specific learning disabilities, mild/moderate intellectual disabilities, other health impairment, and emotional disturbance.
2. Basic subjects taught in District schools including mathematics, reading, writing, language arts and spelling.
3. Correct English usage, grammar, spelling, punctuation and vocabulary.
4. Child guidance principles and practices related to children with special education needs.
5. Classroom procedures and appropriate student conduct.
6. Problems and concerns of students with special needs.
7. Applicable laws, codes, regulations, policies and procedures.
8. Research methods.
9. Oral and written communication skills.
10. Interpersonal skills using tact, patience and courtesy.
11. Record-keeping and report preparation techniques.
12. Operation of standard office and classroom equipment including a computer and assigned software.
ABILITY TO:
1. Provide instruction, assessment and program planning for special education students with a primary disability of specific learning disabilities, mild/moderate intellectual disabilities, other health impairment, and emotional disturbance.
2. Monitor and evaluate student progress and behavior.
3. Research, obtain and provide instructional materials for special education services.
4. Serve as an informational resource for students, parents, District personnel and community organizations.
5. Understand and relate to students with special needs.
6. Learn District organization, operations, policies and objectives.
7. Learn department and program objectives and goals.
8. Interpret, apply and explain policies, procedures, rules and regulations.
9. Communicate effectively both orally and in writing.
10. Establish and maintain cooperative and effective working relationships with others.
11. Analyze situations accurately and adopt an effective course of action.
12. Prioritize and schedule work.
13. Maintain records and prepare reports.
14. Operate standard office and classroom equipment including a computer and assigned software.
15. Maintain consistent, punctual and regular attendance.
16. Move hands and fingers to operate a computer keyboard.
17. Hear and speak to exchange information.
18. See to read a variety of materials.
EDUCATION AND EXPERIENCE REQUIRED:
Any combination equivalent to: bachelor's degree including courses needed to meet credential requirements and student teaching classroom experience.
LICENSES OR OTHER REQUIREMENTS:
- Education Specialist Instruction Credential - Mild/Moderate Disabilities or
- Specialist Instruction Credential - Special Education/Learning Handicapped.
- Must have Autism Authorization
WORKING CONDITIONS:
ENVIRONMENT: Office, classroom, and or community work setting. Up to 10% is an outdoor, educational setting such as physical education, walking, or on possible field trips.
PHYSICAL REQUIREMENTS: Employees in the position must have the ability to:
- Stand/Walking: Frequently; Stand for extended periods of time throughout work shift while performing classroom duties, including out of classroom supervision and field trips, or in community setting depending on assignment.
- Equipment: Frequently; Enter data into a computer or typewriter, operate audio
visual and standard office equipment, recreation equipment, and use a telephone.
- Vision: Constantly; See and read a computer screen and printed matter with or without vision aids. Requires hand/eye coordination, depth perception and peripheral vision.
- Hearing: Constantly; Hear and understand speech at normal levels and on the telephone.
- Speaking: Constantly; Speak so that others may understand at normal levels in a classroom environment and on the telephone.
- Bending/Twisting: Frequently; at knees/waist to and from seated position while assisting students. Actual repetitions depend on specific requirement of assigned student/job assignment.
- Lift/Carry: Able to lift/carry 1-40 pounds frequently (34-66% of the time), classroom instructional materials, books, office, cleaning supplies, etc.; Able to lift/carry 20 pounds constantly. Occasional lifting (less than 33% of the time) estimated up to 50 pounds while assisting disabled student in toileting, feeding, restraining, disruptive behaviors, and mobility and physical activities. Any lift or transfer of students greater than this weight would require use of two people or mechanical lifts.
- Push/Pull: Occasionally; using both hands and arms exerting a force of 25.2 - 80 pounds while assisting students in physical education instruction, maneuvering students' wheelchair, restraining disruptive behaviors, moving equipment, etc.
- Climbing/Balancing: Occasionally; stairs on campus or while assisting students in or climbing stair at worksites.
- Kneeling/Crouching: Frequently; may be required while assisting students in learning at their desks or physical activities or may occur while restraining student's disruptive behavior.
- Hands/Arms: Constant; Use of both in reaching, handling, grasping, fingering, gripping while performing a variety of physical and administrative duties. Overhead reaching is required.
- Other Physical Demands: may occur in sports related activity or restraining aggressive behavior to include jumping, running, throwing, awkward positions, etc.
- Motor Vehicle: Occasionally; Operate a vehicle in the course of carrying out assigned duties.
MENTAL REQUIREMENTS: Employees in the position must have the ability to:
- Maintain constant mental alertness required in supervising activity of assigned students to anticipate behaviors of students and to maintain a safe, secure, organized, learning environment.
- Must possess necessary communication skills, written and oral, to complete assignments.
- Must be able to read, write, and speak English.
- Possess interpersonal skills to work well with various types of disabled students.
- Must be able to adapt to work pressures that can include frequent interruptions, quick response to potentially hazardous situation, and multiple tasks.
- Must be able to work independently with assigned students and exercise creative problem-solving ability.
- Must be able to provide supervisory skills to provide guidance and appropriate behavioral corrections to assigned students and instructional paraprofessionals.
SALARY: Placement on the Negotiated Certificated Contract Salary Schedule
Board Approved: May 1, 2006
Revised: April 13, 2015, April 3, 2017, April 9, 2018
The Governing Board prohibits district employees from discriminating against or harassing any other district employee or job applicant on the basis of the person's actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, military and veteran status, gender, gender identity, gender expression, sex, or sexual orientation.