Special Education Behavior (PASS) Teacher (26-27 SY)- Good ES

WAGEHOUR STATUS Exempt REPORTS TO Campus Administrator PAY GRADE Teacher salary 192 days

DEPARTMENT Special Education DATE REVISED March 2015

PRIMARY PURPOSE Provide special education students with appropriate learning activities and experiences in the most appropriate environment designed to fulfill their potential for intellectual, emotional, physical, and social growth. Develop, modify curricula and prepare lessons and teacher instructional materials according to ability levels and based on districts curriculum. Work in self-contained team, departmental, or itinerant capacity as assigned.

Provide intensive behavior intervention and social skills instruction to students with emotional and behavioral disabilities.

Provide behavior training, modeling, and support for staff at Irving ISD campuses.

Provide effective implementation of the students BIP (Behavior Intervention Plan).

QUALIFICATIONS

Minimum Education: Certification in one of the following: Bachelors Degree Valid Educator Certification in special education certification required Endorsements in applicable teaching areas Special Ed EC-12

REQUIRED Experience or training in working with students with significant behavioral needs.

Special Knowledge, Skills, and Ability:

• Ability to develop IEPs including behavior intervention plans and participate in ARD (Annual Review and Development) process.
• Knowledge of curriculum.
• Knowledge of special needs of students including emotional and behavioral disabilities.
• Knowledge of policies and practices addressing specific duties and responsibilities of assigned position.
• Experience in designing behavioral interventions for students with Emotional and Behavioral Disorders.
• Experience in monitoring student behaviors and progress.
• Knowledge of researched-based best practices for providing specially designed instruction for students with Emotional and Behavioral Disorders.
• Knowledge of federal and state rules governing the education of students with disabilities.
• Ability to work cooperatively with others in attaining district special education program goals and objectives.
• Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures and backgrounds.
• Experience providing professional development to teachers and staff regarding behavioral best practices.

MAJOR RESPONSIBILITIES AND DUTIES

Instructional Strategies:

• Collaborate with parents and staff in the development of IEPs.
• Develop all required elements of students IEPs in accordance with district, state, and federal timelines.
• Develop and implement social and academic programs according to IEPs and district curriculum.
• Prepare for classes assigned and show evidence of preparation.
• Implement districts behavioral system.
• Provide instruction to improve social skill acquisition.
• Perform other duties as assigned.

Student Growth and Development:

• Consistently assess student progress through formal and informal testing.
• Consistently assess and modify classroom environment to maximize student success.
• Present a positive role model for students that supports the mission of the school district.
• Provide or seek sources to aid students in dealing with emotional, physical needs that must be met before learning can take place.
• Provide positive and successful opportunities for students to develop positive self-esteem.
• Provide or supervise personal care or medical care of students as stated in IEP.
• Implement and maintain student data collection and progress monitoring system for students with emotional and behavioral disabilities.
• Compile requested data into reports required by special education programs.
• Perform other duties as assigned.

Classroom Management and Organization:

• Create a safe and positive classroom environment conducive to learning and appropriate to the cognitive, physical, social, and emotional development of the students.
• Manage student behavior and implement positive intervention strategies according to IEP and behavioral best practices.
• Take necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assist in the selection of books, equipment, and other instructional materials.
• Plan and supervise activities for teacher aides, interns, student teachers, and volunteers.
• Perform other duties as assigned.

Communication:

• Communicate effectively and professionally with students, parents, personnel from community agencies, and other professional staff in the education, care, and management of students.
• Provide on-going training, consultation, and support to school personnel.
• Create a positive team approach to inclusive educational settings.
• Confer and communicate with teachers and parents regarding the effectiveness of special education programs for students with emotional and behavioral disorders.
• Work closely with staff to coordinate, manage, assess needs, and determine student assignment in regards to special education programs.
• Relate to staff, students, and parents in ways that convey equality, mutual respect, and concern.
• Communicate and convey information with clarity regarding the districts programs.

Professional Growth and Development:

• Participate in in-district in-service training.
• Demonstrate interest in professional improvement.
• Plan and implement staff development and parent education relating to special education programs and best practices for students with emotional and behavioral disabilities.
• Provide staff development to assist school personnel in the identification, understanding, and teaching of students with emotional and behavioral disabilities.

Policy Implementation:

• Keep informed of and comply with all campus, district, state, and federal policies and regulations.
• Complete and maintain all reports, records, and documents.
• Attend and participate in faculty-staff meetings and serve on committees as required.
• Adhere to professional code of ethics.
• Maintain mental and physical demands to perform job assigned.

Mental Demands:

• Emotional control and patience.
• Concentration on required tasks.
• Flexibility in performing daily activities.
• Organization.

Physical Demands:

• Environmental Factors:
• Frequent in-district travel.
• Moderate lifting.
• Sitting for long periods of time.
• Repetitive hand movements.
• Correctable visual acuity, auditory acuity, and speech.
• Adequate upper body strength.
• Physical ability to conduct Non-violent Physical Crisis Intervention.
• Adequate fine motor dexterity.
• Ability to navigate school buildings frequently and independently.
• Safety:
• Contribute to the prevention of accidents and injuries by observing safety rules and District policy.
• Practicing the principles and skills taught in safety training.
• Wearing personal protective equipment as required.
• Reporting injuries and incidents immediately to supervisor.
• Being proactive in the ongoing efforts to improve and maintain workplace safety.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.