August 30, 2017
Provide quality learning to students with emotional and behavioral issues. Responsible for teaching assigned subject(s), administration of student records, and for classroom and behavior management. Implement an instructional program that will teach all academic subjects to a group of students with ED, LD, and ID or ASD.
ESSENTIAL DUTIES AND RESPONSIBILITIES
- Demonstrate an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
- Effectively address appropriate curriculum standards and IEP requirements.
- Demonstrate an accurate knowledge of the subject matter and skills relevant to the content.
- Demonstrate an understanding of the intellectual, social, emotional, and physical development of the age group.
- Demonstrate understanding of the educational implication of characteristics of various exceptionalities and support students in the development of self-determination skills.
- Demonstrate knowledge about the general or aligned curriculum framework, Virginia SOLs, and assessment at all levels.
- Demonstrate knowledge regarding research-based, promising practices in learning strategies, basic literacy, numeracy, content enhancements, social/behavioral skills, transition, advocacy, curriculum-based assessment, and response to intervention.
- Meet the needs of all students by using the Virginia Standards of Learning, the school’s curriculum, IEPs, effective strategies, resources, and data.
- Use student learning data to guide planning.
- Plan time realistically for pacing, content mastery, and transitions.
- Plan for differentiated instruction.
- Align and articulate learning targets to the Virginia SOLs, the school’s curriculum, and student learning needs.
- Develop appropriate long- and short-range plans and adapt plans when needed.
- Collaborate with colleagues, students, and other stakeholders to determine and monitor instructional goals.
- Effectively engage students in learning by using a variety of instructional strategies in order to meet individual learning needs.
- Engage and maintain students in active learning.
- Differentiate, modify, and adapt instruction to accommodate the learning needs of students.
- Clarify and reinforce learning targets consistently throughout lessons.
- Use a variety of effective instructional strategies and resources, including instructional technology to enhance student learning.
- Integrate key content elements and facilitate students’ use of higher level thinking skills in instruction.
- Demonstrate the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
Assessment of and for Student Learning
- Systematically gather, analyze, and use all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, families, and LEAs throughout the school year.
- Use a variety of valid and appropriate assessment strategies and instruments to inform, guide, and adjust students’ learning.
- Align student assessment with established curriculum standards, benchmarks, and student IEPs.
- Use assessment tools for both formative and summative purposes and use grading practices that report final mastery in relationship to content goals, objectives, and student IEPs.
- Use assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.
- Involve students in setting learning targets and monitoring their own progress.
- Communicate clearly, check for understanding, and give constructive and frequent feedback to students on their learning.
- Use resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
- Establish and maintain rapport with students based on mutual respect, understanding of individual student differences, and open communication within the social, cultural, and political dynamics of the school community.
- Establish clear expectations, with student input, for classroom rules and procedures early in the school year, and enforce them consistently and fairly.
- Maximize instructional time by working with students individually as well as in small groups or whole groups and minimize disruptions.
- Establish a climate of trust and teamwork by consistently modeling and collaboratively promoting high expectations, mutual respect, concern, and empathy for students, staff, families, and community.
- Respect students’ diversity, including language, culture, race, gender, sexual orientation, and special needs.
- Use agency de-escalation and behavior intervention techniques to assist with providing a safe environment.
- Maintain a commitment to professional ethics, communicate effectively, and take responsibility for and participate in professional growth that results in enhanced student learning.
- Build positive and professional relationships with all stakeholders through frequent and effective communication and collaboration to promote students’ well-being and success.
- Adhere to federal and state laws, school and agency policies, and ethical guidelines.
- Incorporate learning from professional growth opportunities into instructional practice and serve as a contributing member of the school’s professional learning community through collaboration with teaching colleagues.
- Set goals for performance improvement aligned with the agency’s mission, vision, and values.
- Demonstrate consistent mastery of standard oral and written English in all communication.
- Utilize shared decision-making and collaboration to build relationships with internal and external stakeholders and maintain positive school morale.
Student Academic Progress
- Ensure students’ progress is acceptable, measurable, and appropriate for student’s academic level.
- Set acceptable, measurable, and appropriate achievement goals for student learning progress based on data.
- Document the progress of each student throughout the year, meeting deadlines, attending IEP meetings, and collaborating with colleagues.
- Provide evidence that achievement goals were met using multiple measures of student growth.
- Use available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.
Other duties as assigned.
EDUCATION and/or EXPERIENCE
Fully licensed by the Virginia Department of Education to teach in the areas to which they are assigned.
General Curriculum Program: Special Education – adapted curriculum K-12 endorsement and minimum two years of experience teaching students with disabilities.
ASD Program: Special Education – adapted curriculum K-12 endorsement and minimum two years of teaching experience with students on the autism spectrum.
Elementary Program: Special Education – adapted curriculum K-12 endorsement and minimum two years of experience teaching elementary students with disabilities.
Functional Curriculum Program: Special Education – adapted curriculum K-12 endorsement and minimum two years of teaching experience with students with intellectual disabilities.
WORKING CONDITIONS AND HOURS
The workday for full-time teachers will be a minimum of eight hours per day and will continue until professional responsibilities to the student and school are completed. Administrative meetings, curriculum development, student supervision, assigned duties, parent conferences, group and individual planning and extra-curricular activities may require hours beyond the stated minimum.
Unless employees are notified that their work schedule is changed because of school or office closings, delays in opening, or early dismissal because of inclement weather or emergency conditions, it is expected that all employees will work according to their schedules. Staff not reporting to work when there is no cancellation must use personal or unpaid leave.
CERTIFICATES, LICENSES, REGISTRATIONS
Hold or be eligible to hold a Virginia Teaching License with proper endorsement(s). Must maintain a valid driver’s license and acceptable driving record. Must certify in First Aid, CPR and physical restraint training.
Effectively use a variety of computer software applications in teaching, word processing, spreadsheets, and presentation software. Must be proficient in MS word, Excel, Power Point, Microsoft outlook and use of the Internet to produce reports and analyze data. Must be able to learn and gain proficiency in program specific technologies such as Harmony and Performance Impact.
INTERPERSONAL, PRESENTATION AND LANGUAGE SKILLS
Interact positively and effectively with a variety of diverse groups/individual. Must exhibit empathic, proactive, and responsive communication skills by communicating effectively in a respectful and understandable manner insuring voice tone, volume, and language is appropriate and all times. Work with others toward the accomplishment of common goals. Excellent presentation and teaching skills required. Represent the Agency in a positive and professional manner.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. The employee must be able to participate in and be certified in a manual restraint technique, and perform First Aid and CPR. Additionally, the employee must be able to participate in activities and crisis interventions using manual restraint techniques. While performing the duties of this job, the employee is required to talk and hear. The employee frequently is required to stand, walk, bend, sit, and use hands to finger, handle, or feel. The employee is frequently required to reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus. The employee must occasionally lift and/or move up to 50 pounds. Repeated hand-wrist movement required. Corrected vision to normal range; normal hearing and talking is required for verbal communications. Ability to use a variety of office equipment and technologies as required by the position. Good memory and recall is necessary for the accurate and timely transfer of data/information.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Classroom area provided with sufficient equipment. Periodic travel required including transport of students in agency or personal vehicle. The noise level is usually moderate to loud. This is a drug free work environment.