Special Education Teacher - Emotional Support

TITLE: Special Education Teacher                                                                                REVISED 12/12/23

QUALIFICATIONS:

1. Pennsylvania Special Education teacher certification that correlates with grade bands being taught, required.
2. Crisis intervention training and experience, preferred.
3. Experience working collaboratively with other teachers in instructional and planning settings.
4. Demonstrated knowledge of research based, learning theory/strategies for students with diversified learning needs.
5. Demonstrated understanding of special education process and procedures specific to the development and implementation of individualized education plans, re-evaluations, and ongoing progress monitoring.
5. Such alternatives to the above as the Board may find appropriate and acceptable.

REPORTS TO: Building Principal and Special Education Supervisor

JOB GOAL: Maximize student potential for intellectual, emotional, and social growth.

PERFORMANCE RESPONSIBILITIES:

1. Follow Pennsylvania special education regulations, standards, and district special education guidelines in relation to process and procedures required while providing assigned special education students a free and appropriate public education (FAPE).
2. Conduct Individualized Educational Programs (IEPs)/comprehensive re-evaluation conferences to develop IEP plans for assigned special education students.
3. Assess student learning and provide quarterly progress monitoring to parents of each student. Maintain ongoing open lines of communication with parents/guardians of students on class list during the school year concerning academic and behavioral
process. Conduct subsequent IEP meetings to identify alternative strategies and interventions for special education students who are not making adequate progress.
4. Maintain accurate, complete, and correct records as required by law, district policy and administrative regulation.
5. Conduct routine and required Re-evaluation Reports (ER) that includes compiling the draft ER report for assigned special education students.
6. Confer with transition coordinator (grades 9-12) and other related service providers in the development of IEP’s and ER’s for assigned special education students.
7. Be available for students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
8. Adhere to Millcreek Township School District Special Education Behavior Management Policy for maintaining a safe environment for all staff and students, insisting students uphold high standards of classroom behavior by maintaining a schedule of routine with defined expectations within an encouraging environment.
9. Take all necessary and reasonable precautions to protect students, equipment, material, and facilities.
10. Prepare for assigned classes showing written evidence of preparation in the form of lesson plans and other organizational techniques. 

11. Confer frequently with parents and staff members, planning instructional goals, objectives and methods regarding the educational, social, and instructional goals, objective, and methods regarding the educational, social, and personal well-being of assigned special education students.
12. Facilitate accommodations and adaptations for special education students to maximize participation in the least restrictive environment.
13. Provide students with instruction that supports constructive, task-oriented behavior within the assigned schedule of classes in the assigned location.
14. Confer with adult and community service providers in regarding issues relating to the mental health needs of the assigned special education student.
15. Manage the classroom environment for most effective and efficient use of adult assistance as a team to support students in the classroom.
16. Assist with the personal care needs of students as required and documented in IEPs.
17. Provide for own professional growth by attending district workshops, seminars, and conferences to stay abreast of legal, regulatory developments and best practices in the area of special education.
18. Learn and implement new instructional strategies, processes, and curriculum expectations concurrent with district philosophy of education, curricula, and instructional goals by attending building faculty, district curricular process development, and special education departmental meetings and reading district special education department communiqués.
19. Complete required ACT 48 professional development hours in accordance with state
requirements.
20. Any other duties assigned by the Superintendent or their designee.

POSITION SPECIFICATIONS:

PHYSICAL DEMANDS
1. Ability to sit, talk, and hear.
2. Ability to stand, walk, climb, balance, stoop, kneel, crouch, or crawl and move quickly when necessary.
3. Ability to lift and/or move up to 50 pounds.

SENSORY ABILITY
1. Ability to speak clearly and distinctly.
2. Auditory acuity to be able to use telephone.
3. Visual acuity to read correspondence and computer screen.

WORK ENVIRONMENT
1. Indoor environment.

TEMPERAMENT
1. Ability to work as a member of a team.
2. Must be courteous.
3. Must be cooperative, congenial, service-oriented, and promote these qualities in the building.
4. Ability to work in an environment with frequent interruptions.

COGNITIVE ABILITY
1. Ability to follow written and verbal directions.
2. Ability to demonstrate good written and verbal skills.
3. Ability to effectively present information in one-on-one and small group situations to students, staff, and other employees of the organization.
4. Ability to read, write, and do computations.
5. Ability to work independently and make work-related decisions.
6. Ability to complete assigned tasks with minimal supervision.
7. Ability to exercise good judgment in prioritizing tasks and problem-solving.
8. Ability to use correct grammar, sentence structure, and spelling.
9. Ability to communicate effectively at all organizational levels.

The information contained in this job description is for compliance with the American with Disability (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding the position and additional duties may be assigned.

TERMS OF EMPLOYMENT: Subject to the provisions of the contract between the Millcreek Education Association and the Millcreek Township School Board.

EVALUATION: Performance will be evaluated annually in accordance with Pennsylvania Department of Educatio