Job Title: Teacher-Early Childhood Special Education

                                   

Experience:      Job related experience is desired

Education:      Bachelors and/or Masters degree in job-related area.

Certificates/License:       KSDE Approved Licensure

Status:      School Year Term – Benefit Eligible

Salary:      Certified Salary Schedule__Determined by qualifications and experience

Location:      McPherson County Special Education Cooperative

Report to:      Early Childhood Director / Disabilities Coordinator

FSLA Classification:      Exempt                  

 

 

Purpose Statement

The job of Teacher-Early Childhood Special Education (ECSE) is done for the purpose(s) of providing support to the instructional process by serving as a special education teacher with specific responsibility for facilitating student success in general education academic areas; supervising special education students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and classroom issues; and responding to a wide range of inquiries from parents or guardians regarding instructional program and student progress.

 

 

Essential Functions

• Administers a variety of assessment-related activities (e.g. developmental testing programs, subject specific assessments, etc.) for the purpose of assessing student competency levels and developing individual learning plans.

• Assesses student progress through data collection towards IEP objectives, expectations, and goals for the purpose of providing feedback to students, parents, and administration.

• Collaborates with parents, instructional staff, other school personnel for the purpose of improving the overall quality of student outcomes and achieving student educational plan objectives.

• Collaborates with student (as appropriate), parents, instructional staff, other school personnel for the purpose of developing and writing the IEP to provide appropriate services to the student.

• Demonstrates methods required to perform classroom and subject-specific assignments for the purpose of providing an effective program that addresses individual student requirements.

• Differentiates classroom work (e.g. instructional methods, materials, etc.) for the purpose of providing students with instruction that address individualized learning plans.

• Informs permitted people of student progress (e.g. students, parents, legal guardians, etc.) for the purpose of communicating expectations, student's achievements, developing methods for improvement, and reinforcing classroom goals in the home environment.

• Instructs students for the purpose of improving their success in academics through a defined course of study.

• Maintains complete confidentiality and professional discretion with a variety of confidential and non-confidential activities, files and records (e.g. conversations, emails, progress reports, assessments, IEPs, etc.) for the purpose of documenting activities, complying with mandated requirements, and providing up-to-date information.

• Manages student behavior for the purpose of providing a safe and optimal learning environment.

• Participates in a variety of meetings (e.g. IEPs, general education intervention meetings, etc.) for the purpose of conveying and/or gathering information required to perform job functions.

• Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, IEPs, progress reports, exit plans, data sheets, lesson plans, evaluations, etc.) for the purpose of documenting student progress and meeting mandated requirements.

• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, bullying, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to the law and school policies as a mandated reporter.

• Responds to inquiries from a variety of sources (e.g. teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information, and direction.

• Supervises and evaluates paraeducators (e.g. training, scheduling, supporting, etc.) for the purpose of monitoring performance and ensuring standards are achieved.

• Serves as a student primary provider for the purpose of ensuring each student is receiving services and all IEPs are in compliance.

• Supports classroom teachers for the purpose of assisting them in the implementation of established curriculum and individual student plans.

 

Other Functions

• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

 

 

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; analyzing situations and taking appropriate action; and conducting meetings.

 

KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and laws; age appropriate activities; lesson plan requirements; stages of child development; methods of instruction and training; basic disabilities; and behavioral management strategies.

 

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; exhibiting tact and patience; demonstrating flexibility and creativity; organizing tasks; maintaining confidentiality; meeting deadlines and schedules; organizing tasks: setting priorities; and communicating with diverse groups.

 

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services.

 

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting and carrying up to twenty (20) pounds, some pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 20% sitting, 20% walking, and 60% standing. The job is performed under conditions with some exposure to risk of injury and/or illness.