Early Childhood Special Education Teacher-Long Term Substitute

Stone-Robinson Elementary

2017-18 School Year

August 2017-October 2017

Updated on August 7, 2017

GENERAL DEFINITION OF WORK:

Responsible for providing education to children who are at risk, culturally diverse and with or without disabilities. This job requires creating a positive learning environment where students develop the skills to develop language and become critical thinkers and problem solvers. Pre-School Special Education Teachers maintain a safe environment; establish rapport with students, parents and colleagues; and motivate pupils to develop attitudes and knowledge that will help them reach their career potential and be college ready. Early Childhood Special Education Teachers adjust, modify, and differentiate curriculum and use effective research-based methods of instruction to suit each student’s needs.

The minimum performance expectations include, but are not limited to, the following actions:
• Teach students content to meet the standards outlined in Virginia’s Foundations for Early Learning, using research-based curriculum, strategies and materials correlated with other approved learning activities and adjusted to suit each student’s needs;
• Assist children with developmental delays, multiple disabilities, specific learning disabilities, speech or language impairments, intellectual disabilities, emotional disabilities, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury and other health impairments;
• Implement Individualized Education Plans, as written, for student with disabilities;
• Use various teaching methods to promote learning, including intensive individualized instruction, problem-solving assignments, and small-group work;
• Ensure appropriate accommodations are available in class and when a student needs to access the environment, curriculum and assessments;
• Develop lesson plans and instructional materials and provide individualized and small group instruction;
• Translate lesson plans into learning experiences to best utilize the available time for instruction;
• Provide culturally responsive instruction to students who are linguistically diverse;
• Establish a caring, loving, and warm yet structured atmosphere for our youngest and most at-risk students;
• Modify traditional education curriculum to meet the individual children's needs;
• Provide and maintain a safe and supportive environment in the classroom, on the school campus, and on field trips;
• Establish and maintain standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom and develop an individualized behavioral plan when needed;
• Provide an effective program of instruction;
• Function as Case Manager to Title I and/or Special Education Students;
• Assist in the identification / child find process to appropriately identify children with special needs;
• Model professional standards when dealing with students, parents, peers, and community;
• Write, schedule and facilitate IEP meetings;
• Utilize strong oral and written communication skills with students, parents, and staff;
• Utilize effective problem solving, organizational, multi-tasking, and time management skills;
• Organize and supervise the work of paraprofessionals;
• Evaluate pupils’ academic and social growth, maintain appropriate records, and prepare progress reports;
• Communicate with parents through conferences, telephone calls, e-mails, student planners, school web site, and other means, to discuss the pupils’ progress;
• Maintain and uphold school and county policies and procedures;
• Administer and score standardized assessments;
• Establish/design, implement and monitor personalized goals for each child;
• Maintain student records as required by IDEA and/or Title I;
• Assure confidentiality of all students’ information;
• Understand and adhere to all laws, Special Education policies and procedures and District policies, and procedures;
• Maintain professional competence through staff development education activities provided by the school district and self-selected professional growth activities;
• Attend and participate in faculty, department, and Preschool Network meetings;
• Assist in the selection of books, equipment, and other instructional materials;
• Establish and maintain cooperative professional relations with others;
• Perform related duties as assigned by the administration in accordance with the school/system policies and practices.

Knowledge and use of materials and resources in accordance with the adopted curriculum and consistent with the physical limitations of the location provided. Ability to establish and maintain effective working relationships with pupils, parents, school staff, district staff, and patrons.

Must hold or be eligible for a Virginia teaching certificate with an endorsement in Early Childhood Special Education. No provisional licenses will be accepted. Familiarity or experience with High Scope, Creative Curriculum and/or Blueprints for Early Literacy preferred.

Duties performed typically in school settings to include: classroom; gym, cafeteria; auditorium; and recreational areas. Regularly required to speak and/or hear. Frequently required to stand, walk, reach with hands and arms, and stoop, kneel, or crouch. Occasionally required to use hands to handle or feel and must occasionally climb or balance. Must also frequently lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception. Must be able to respond to the unique educational needs of students with disabilities in a stressful setting. Job may emphasize intervention with and management of aggressive and self-abusive students, angry students, emotional students, students with infectious diseases, and students who have been personally abused. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone and in person is necessary.

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.