Job Details

Special Education Teacher

FLSA: Exempt

Qualifications: As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)

Reports To: School Principal

Supervises: Teacher Aide

Job Goal: To provide experiences to remediate, rehabilitate handicaps resulting from deficits through a total approach to involve teaching of educational subjects, physical and motor activities, speech and language development, and social skills as an improvement that will assist each child to take his place in school and life

Term: Nine Months

Salary: Nine Month Teacher Salary Schedule

Performance Responsibilities:

I. Instructional Responsibilities

• Prior to the opening of the school year, to become familiar with education guides, materials, the students' individual folders or records, and equipment as evidenced by the students' IEP's and teacher lesson plans
• To prepare and make available to the principal or designated person each child's IEP and anticipated weekly plans
• To prepare and devise a specific number of instructional periods for each individual child as needed and indicated in the child's IEP
• To attempt to remediate deficits through the teaching of needed skills as indicated in each child's Individual Evaluation and IEP
• To develop or update each child's IEP annually as mandated by IDEA and Louisiana Act 754
• To review short term objectives on each child's IEP and submit a copy of the report to the child's parent every six weeks
• To maintain individual files of each student's work and test results

II. Management

• To regularly create and maintain a physical environment that is conducive to learning including attractive and meaningful bulletin boards, appropriate seating arrangements, proper ventilation and illumination, etc., as evidenced by functional learning area
• To develop and maintain reasonable rules for the care of school properties, physical facilities and all equipment as evidenced by periodic inspections, inventories and reports submitted to the principal or designated person
• To utilize available curriculum materials, equipment and facilities frequently in the teaching process as evidenced by the individual child's IEP and lesson plans
• To be responsible for maintaining student discipline and safety at all times as evidenced by the adherence to state and local regulations
• To perform supervisory duties on a timely basis as necessitated and/or designated by the principal or designated person as evidenced by actual performance
• To maintain accurate attendance, financial, and other records as evidenced by information in the teacher role book and other assigned reports submitted tot he special education department and to the parents
• To report to respective schools prior to the first full day of operations for the purpose of orientation and preparation of the classroom as directed by principal or designated person and evidenced by actual attendance and classroom appearance
• To maintain current records and submit required reports, IEP's, and requests for re-evaluations to appropriate personnel at the J. B. Lafargue Special Education Center in order to establish timelines

III. Professional

• To attend inservice workshops as mandated by local policies or legislative acts as evidenced by attendance
• To participate in self-developmental activities, such as active membership in professional organizations, attendance at meetings, workshops, conventions, etc., whenever possible, and to continuously upgrade the position of the special education teacher as evidenced by actual participation
• To promote the educational process as evidenced by the sharing of ideas and materials of other staff members
• To work in professional harmony with staff members, school administrators and with IEP committees as evidenced by positive reports
• To use available means to keep abreast of new trends, techniques and teaching strategies as evidenced by teaching methods employed (Post graduate work is encouraged)

IV. Public Relations

• To meet with parents, students and staff members and conduct IEP committee meetings
• To participate in at least one school sponsored activity annually
• To strive to uplift the image of public education on a regular basis

V. To establish and execute a professional growth and self-evaluation plan

VI. To work effectively with school personnel and staff

VII. To consistently demonstrate self-direction

VIII. To submit accurate records and reports promptly

IX. To exhibit professional ethics

X. To foster open communication and positive relationships with school personnel and staff

XI. To foster open communication and positive relationships with the community

XII. To perform all other duties or responsibilities not listed as delegated by the principal of the school or designated person within the scope of teaching and learning during contacted hours.

XIII. To follow state, school board, and school policies

XIV. To teach in accordance with the Louisiana Components of Effective Teaching.

Instructional Domain

1. Standards and Objectives (SO)
   • Learning objectives and state content standards* are communicated.
   • Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials.
   • Sub-objective/Prerequisite skills are aligned to the lesson's major objective.
   • Learning objectives are connected to what students have previously learned.
   • Expectations for student performance are clear.
   • Learning objectives are displayed.
   • There is evidence that students are progressing or demonstrating mastery of the objective(s).
2. Motivating Students (MS)
   • The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.
   • The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
   • The teacher regularly reinforces and rewards effort.
3. Presenting Instructional Content (PIC)
   • Presentation of content consistently includes:
   • Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
   • Examples, illustrations, analogies, and labels for new concepts and ideas;
   • Modeling by the teacher to demonstrate his or her performance expectations;
   • Criteria that clarifies how students can be successful;
   • Concise communication;
   • Logical sequencing and segmenting;
   • All essential information;
   • No irrelevant, confusing, or nonessential information.
4. Lesson Structure and Pacing (LS)
   • The lesson starts promptly.
   • The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
   • Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
   • Routines for distributing materials are efficient.
5. Activities and Materials (ACT)
   • Activities and materials include a majority of the following:
   • Content: i. Support the lesson objectives; ii. Are challenging; iii. Elicit a variety of thinking; iv. Provide time for reflection; and v. Are relevant to students' lives.
   • Student-centered: i. Sustain students' attention; ii. Provide opportunities for student-to-student interaction; iii. Evoke student curiosity and suspense; and iv. Provide students with choices when appropriate and aligned to the learning objectives.
   • Multiple materials: i. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials).
6. Questioning (QU)

6. Academic Feedback (FEED)