Special Education Teacher

ST. COLETTA OF GREATER WASHINGTON CLASS SPECIFICATION
SPECIAL EDUCATION TEACHER
Definition
Under general supervision of the Assistant Principal, the incumbent is responsible for teaching and supervising a class with intellectual disabilities, autism and multiple disabilities students utilizing various techniques to promote learning. Duties include planning, organizing, implementing, monitoring, and evaluating class activities, developing Individualized Education Plans (IEP) and working with assigned staff, therapists and students to achieve the IEP goals and objectives. The incumbent is responsible for supervising assigned students and classroom staff insuring that students and staff are compliant with all school policies and procedures. This position requires close supervision of students which includes the ability to keep up with running children and or to lift or assist with lifting students is essential to perform this task. An important aspect of the job is gaining knowledge of and implementing the assigned student’s Individual Education Plan goals and objectives as well as ensuring accurate data collection and documentation of same
In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.
Other Performance Measures:
Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies, and compliance with other policies set forth in the Employee Handbook. Creativity, initiative and effective problem solving is also important to the success of the incumbent.
Examples of Essential Functions
 Supervise and evaluate classroom staff, providing training, instruction and support.
 Assume primary responsibility for every student in the class and their total programming needs.
 Supervise students during emergency drills, assemblies, play periods and community-based instruction; the ability to keep up with running children and or to lift or assist with lifting students is essential to perform this task.
 Accept responsibility for all policies and procedures.
 Develop and implement an IEP for each child, assessing both formally and informally, areas of strength and areas of need.
 Develop functional behavior assessments, behavior intervention plans, or other reports (ESY, justification for one-to-one, etc.) as needed.
 Deliver appropriate instruction.
 Provide written plans and activities for