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Teacher, Special Education - Moderate/Severe

  • Serves as a teacher in one of the following areas of specialization that includes Moderate/Severe Disabilities (M/S), Deaf and Hard of Hearing (DHH), Visual Impairments (VI), Physical and Health Impairments (PHI), and Early Childhood Special Education (ECSE), providing instruction according to District approved courses of study and curriculum, at a rate and level commensurate with established student expectancies and Individualized Education Plan (IEP) goals and objectives.
  • Uses information about individual students’ academic strengths and needs in planning.
  • Designs activities to engage students in cognitively challenging work aligned to standards.
  • Provides leadership and participates in programs and activities that promote diversity, equity and inclusion.
  • Establishes a classroom environment that is safe and supportive, risk-taking is encouraged, students feel free to contribute their ideas, and teacher and student interactions are respectful and polite to promote a positive learning environment for all students.
  • Initiates or participates in IEP meetings with administrators, faculty, parents, and other parties involved to develop in IEP for eligible students.
  • Utilizes District approved behavior modification techniques to implement the IEP goals and continually monitors student progress toward IEP goal achievement.
  • Lifts, maneuvers, and positions students into and out of assistive and/or ambulatory devices to meet the requirements of the IEP.
  • Attends to the basic needs of the students, such as feeding, cleaning, toileting, and diapering to meet the requirements of the IEP.
  • Generates, organizes, and maintains the appropriate IEP records and other related due process documents for students served, referred, or assessed.
  • Provides clear behavior expectations for students and monitors student behavior throughout the class and school campus.
  • Follows established policies and procedures for reporting incidents (e.g., child abuse, substance abuse, harassment, and violence).
  • Communicates with families to create a partnership around student learning by providing information about the instructional program and the progress of their child(ren); advocates the special needs of the students with the school and community.
  • Reflects on practice and student work to determine what went well and what changes could improve instruction and uses reflection to inform future instruction.
  • Evaluates the performance of subordinate personnel.