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Special Education Teacher/Elementary/RISE
RISE (Reaching Individual Student Expectations)
Provide students with special needs learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, behavioral, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to allow students to access enrolled grade level curriculum. Develop or revise Behavior Intervention Plans (BIP) to allow students to build prosocial behaviors and communication skills.
- Collaborate with students, parents, and other members of staff to develop Individualized Education Plans (IEP) through the Admission, Review and Dismissal (ARD) Committee process for each student assigned.
- Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
- Conduct assessment of student learning styles. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
- Provide direct instruction to students in the areas of communication, behavior, and social skills.
- Provide individualized behavior interventions to students who exhibit severe behavior dysregulation.
- Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned. Adhere to the District’s philosophy of instruction.
- Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
- Participate in ARD Committee meetings on a regular basis.
- Participate in selection of books, equipment, and other instructional media.
- Conduct ongoing assessments of student achievement through formal and informal testing.
- Conduct ongoing assessment and data collection in the areas of communication, behavior, and social skills, and make informed decisions based on data collection.
- Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
- Collaborate with District Board Certified Behavior Analysts (BCBA) and Facilitators on an ongoing basis regarding student’s academic and behavioral needs and progress.
- Consult District and outside resource people regarding education, social, medical, and personal needs of students.
- Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
- Manage student behavior utilizing Positive Behavior Supports including intervening in crisis situations and physically restraining students as necessary according to IEP.
- Provide students with an environment that contains physical structure, visual schedules, and individualized reinforcement systems.
- Consult with classroom teachers regarding management of student behavior according to IEP.
- Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
- Plan and assign the work of teacher aide(s) and supervise implementation.
- Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
- Maintain professional relationships with parents, students, and colleagues.
- Participate in staff development activities to improve job-related skills.
- Complete the CISD Reading Academy according to established timelines at the time of hire.
- Keep informed of and comply with federal, state, District, and school regulations and policies for special education teachers.
- Compile, maintain, and file all physical and computerized reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
ASSIGNMENTS TO VIRTUAL INSTRUCTION:
- Seamlessly integrate District-approved online learning platforms and required software into the planning, delivery, and support of virtual instruction.
- Plan, prepare, implement, and evaluate lessons and activities during the standard work hours of the campus at which the teacher is assigned, as well as prolonged or irregular hours.
- Be able to communicate with students, parents, and campus and District personnel during the standard work hours of the campus at which the teacher is assigned, as well as prolonged or irregular hours.
- Adhere to all professional responsibilities and deadlines including professional communication and responsiveness.
- Be flexible, responsive, and positive with students, parents, and staff.
- Effectively translate CISD Best Practices into the virtual instructional setting.
- Regularly attend and apply District-approved professional development in the most up-to-date practices associated with virtual instruction.
- Accurately and timely obtain and report required student data, including attendance, grades, etc.
- Dress professionally as you would if you were offering instruction to students in a traditional, in-person setting.
- Teach and interact with students from a quiet space, free from distraction, where appropriate confidentiality rules can be followed.
- Create a virtual classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
- Provide small group and tutoring opportunities for students who are experiencing difficulty in their learning.
- Support any extracurricular activities for which you are responsible according to District guidelines.
- Attend all required campus and District meetings.
Education/Certification:
- Bachelor’s degree from accredited college/university
- Valid Texas teaching certificate for special education
- If an individual is providing content instruction in a special education classroom setting, a valid certificate that matches the subject and grade level of the assignment is also required, or the individual must demonstrate competency through the state’s 2010 and 2011 high objective uniform State standard of evaluation for elementary and secondary special education teachers
- Current certification in de-escalation and restraint techniques or completion of certification within 30 school days of employment
- Valid ESL certification
- Valid Reading Academy Certificate of Completion, if applicable
Special Knowledge/Skills:
- Extensive knowledge of effective instructional practices for students with severe cognitive and other developmental disabilities
- Proficient in developing and implementing effective behavior intervention plans for students with severe behavior concerns
- Proficient in collecting data to establish strengths, needs, and goals for specially designed instruction based on enrolled grade level standards and functional needs, as well as progress monitoring
- Proficient in collecting and analyzing behavior data to assess strengths, needs, and goals for students who elicit severe behaviors in the form of physical aggression, self-injurious behaviors, verbal aggression, or other potentially dangerous behaviors that could result in injury to self or others
- Familiarity with the principals of Applied Behavior Analysis (ABA)
- Ability to individualize academic and behavioral programs and interventions for students
- Excellent organizational, communication and interpersonal skills
- Proficient in the effective use of technology
- Ability to work effectively with both adults and children
SUPERVISORY RESPONSIBILITIES: Direct the work of instructional aide(s)
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment; may work prolonged or irregular hours
Environment: Exposure to biological hazards
Mental Demands: Maintain emotional control under stress
Additionally, once you've logged into your WinOcular application, upload your current resume and letter of interest and ensure your application is updated. Current employees must apply using the internal system. Principals have requested no telephone calls, please.
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