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Special Education Teacher - Starts 2024/25 SY

Organization: 
Crook County School District

DESCRIPTION OF THE POSITION:

Under general supervision, the ERC teacher, also known as the Special Education teacher, serves as a specialist to support students who are found eligible for special education services. The ERC teacher works in a program designed to provide a less restrictive alternative to the segregated special classroom. It provides an appropriate educational program for mild to moderately handicapped students who require support services in order to access and benefit from general education instruction. The ERC teacher provides students with direct remedial instruction in academic subjects, cognitive processing and appropriate social skills. In addition to these specific individualized programs, the ERC staff may assist general education classroom teachers through co-teaching, team teaching, and with selection or appropriate curricula and the development of behavior management programs. Students enrolled in the ERC receive the majority of their educational instruction within the general education curriculum and setting. The ERC teacher will follow the regulations associated with IDEA, FAPE, and procedural safeguards and IEP development and implementation. The ERC teacher works under the supervision of the principal and administrator in charge of Special Education.

ESSENTIAL FUNCTIONS:
Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

• Meet District, State, and Federal requirements, including: display knowledge of procedures, policies and regulations; incorporate requirements into work habits; follow corrective procedures; maintain proper and sufficient documentation
• Conduct specialized student assessments and evaluations, including: being well-versed in multiple measurement techniques; select appropriate measurement tools; accurate and complete in clerical aspects of measurement; clearly communicate analysis of results and recommendations
• Establish and facilitate meetings and discussions, including: identify situations requiring group discussion; organize and facilitate effective meetings involving all participants; follow up and monitor any intended actions and outcomes
• Consult with others to develop plans that guide appropriate instruction and other services for students, including: work effectively as a member of a team; contribute creative solutions to problems; assume case management responsibilities when necessary; use training and experience to support classroom instruction
• Utilize support personnel, including: determine skills and abilities of assigned support personnel; delegate duties to provide the most effective opportunities for students; monitor the effectiveness of the support personnel and provide direction and training as needed; supervise interns as needed
• Demonstrate responsiveness in supporting teachers’ instructional needs, including: support instruction by being aware of teachers’ resource needs, search out and provide, or make teachers aware of, available and appropriate learning resources; consult with teachers regarding appropriate use of resources
• Provide effective direct service to students, families and colleagues, including: take initiative in determining needed services; provide developmentally appropriate face-to-face services, based on the staff member’s recognized level of competence; display unconditionally positive regard with individuals from a wide variety of backgrounds; display flexibility in the nature and location of services provided; communicate skillfully to each audience
• Engage in the determination and provision of primary prevention activities when needed, including: recognize the need for prevention; involve others in the planning and delivery of prevention activities; perform prevention, follow-up and program evaluation activities
• Create and/or coordinate school-wide or community programs to support students and families, including: demonstrate thorough knowledge of a variety of developmental assets, resiliency/protective factors, and related community supports; engage in a variety of activities to create programs that support students and families; evaluate intended outcomes of programs created
• Participate in professional in-service and ongoing training to further develop specialized skills
• Fulfill all other related duties as assigned
• Fulfill working conditions and physical effort listed below
• Demonstrate proficiency in planning and preparation of instruction for students
• Create an environment of respect and a culture of learning through proficient classroom procedures and appropriate management of student behavior
• Demonstrate proficient strategies for instruction, including: communication with students, using questioning techniques; use of engagement strategies and demonstrating flexibility and responsiveness to student instructional needs
• Demonstrate professional responsibilities, including: reflecting on teaching; maintaining accurate records; communication with families; participating in a professional learning community; growing and developing professionally, and demonstrating professionalism

SUPERVISORY RESPONSIBILITIES
This position may supervise volunteers, student aides and instructional assistants. All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.

• Educational assistants assigned to the ERC program

MINIMUM QUALIFICATIONS:

• Bachelor’s or Master’s degree in Special Education
• Must have and maintain a valid license through TSPC in Special Education and multi-subject endorsements appropriate for the student who will be taught
• Spanish-speaking desirable

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Interpersonal Skills: Work well with others from diverse backgrounds. Focus on solving conflict; maintain confidentiality; listen to others without interrupting; keep emotions under control; remain open to others’ ideas and contribute to building a positive team spirit. Demonstrate ability to successfully work with adolescent students and public.
Language Skills: Ability to communicate fluently verbally and in writing in English. Ability to respond to common inquiries or complaints from students, parents, staff or members of the community. Ability to draft simple correspondence and some routine reports. Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.
Mathematical Skills: Ability to add, subtract, multiply and divide. Ability to perform these operations using units of American money and weight measurement, volume and distance.
Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Proficient in the usage of database software, internet software, email and word processing software. Ability to proficiently use the following programs strongly preferred: Schoolmaster, MS Word, Outlook and Excel. Ability to type accurately and proficiently. Ability to appropriately communicate with students, teachers, parents, members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions.
Certificates, Licenses, Registrations: Must hold a valid Oregon Teaching License endorsement and authorization for the assignment. Licenses as determined by the District including a valid Oregon Driver License and ability to obtain a valid CPR/First Aid card.

WORKING CONDITIONS AND PHYSICAL ABILITY:
The physical abilities and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to walk, sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 30 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close, distance and peripheral vision, depth perception and ability to adjust focus. The employee may occasionally perform work beyond a standard 40-hour work week when work-load requires.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.

Employee Statement:

I hereby certify that I posses the physical and mental ability to regularly attend work and fulfill the essential functions of the above position either with or without reasonable accommodations. If I require accommodation(s) in order to fulfill any or all of these essential functions, I will inform the district prior to actually beginning work.