Qualifications: Must have or be eligible for a North Dakota teaching license in Special Education. Emotional Disturbance credential preferred. General Strategist credential preferred. Training in PRO-Act program or the ability to be trained in PRO-Act Program. Experience in Multi-Tiered Systems of Support (i.e., RTI) models. Knowledge of online systems for paperwork.
Job Goal: Under the direction of the school principal, the special education teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.
Essential duties and responsibilities may include, but are not limited to the following:
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.
Special Education Strategist
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Provide direct and indirect instructional support to students in a positive environment.
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Completes all special education procedural and compliance paperwork within required timelines.
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Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
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Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
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Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
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Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
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Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
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Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
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Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
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Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
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Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
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Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
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Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
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Provide crisis intervention, as needed, for students and those in inclusive classrooms.
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Assist in collection of data for providing appropriate classroom interventions.
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Serve as a member of a multidisciplinary team as appropriate.
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Assist in preparation of data for local, state, and federal reports.
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Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
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Perform related work as required.
Emotional Disturbance
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Be able to program effectively for students with emotional disturbances to ensure the provision of least restrictive environment.
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Possess effective written and verbal communication skills.
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Demonstrate knowledge of compliance paperwork in regards to special education.
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Show the ability to create thorough lesson plans and implement them effectively.
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Have the ability to complete formal and informal assessment measures for purposes of determining special education eligibility.
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Assist teams in determination of disability.
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Demonstrate the ability to devise and carry out level systems.
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Have data collection expertise and the ability to monitor student progress.
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Ability to be a good collaborator and team player.
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Be able to complete observations of students in educational settings for the purpose of identifying educational/behavioral needs.
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Have an understanding of outside agencies and their relationship to wraparound services for students with social/emotional, behavioral and mental health needs.
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Be able to intervene and de-escalate behaviors.
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Be able to work with and supervise para-educators.
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Be able to implement effective social skills methods/curriculum.
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Demonstrate knowledge of effective behavioral and academic interventions.
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Other duties as assigned.
Knowledge, Skills and Abilities: The successful candidate will demonstrate knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities; curriculum and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and Grand Forks Public Schools policies and effective instructional practices. The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.
Work Environment and Physical Demands: While performing the duties of this job, the employee is frequently required to sit; occasionally walk and stand. The ability to hear and see in order to communicate effectively as well as communicate clearly and concisely, both orally and in writing; Maintain effective audio/visual discrimination and perception to the degree necessary for the successful performance of assigned duties; Maintain mental capacity, allowing for effective interaction and communication with others.
Occasionally may need to lift up to fifty (50); reaching, standing, walking, carrying, bending, stooping, kneeling, crouching, sitting, and/or crawling within the classroom.
The employee may encounter situations where students are physically aggressive and/or verbally abusive. This may require physical interaction (using strategies acquired through de-escalation and restraint training) between the employee and student. The noise level in the work environment is usually moderate. The employee may be exposed to infection at a greater risk than the average person. May be directly responsible for the safety, well-being and/or output of students.
Evaluation: By the Principal at least twice each year in the first three years of service (December 15 & April 15), and at least once each year thereafter (April 15).
A teaching contract of 188 days.
