JOB TITLE: HIGH INCIDENCE / RESOURCE SPECIAL EDUCATION TEACHER

REPORTS TO: BUILDING PRINCIPALS AND SPECIAL EDUCATION DIRECTOR

Application Deadline: Open Until Filled

Beginning Date:  August 13, 2018

Salary and Benefits: $36,170 – 57,820 + Full Benefits

To Make Application, Apply online:

https://alioas.usd489.com:7443/ap/applicant/login.php

Position Contacts:

Raj Sharma - Director of Special Education Services

Karen Smith - Administrative Assistant

USD 489

323 W. 12th St.

Hays, KS  67601

(785) 623-2400

Application Deadline: Open Until Filled

Beginning Date:  August 13, 2018

Salary and Benefits: $36,170 – 57,820 + Full Benefits

To Make Application, Apply online:

https://alioas.usd489.com:7443/ap/applicant/login.php

Position Contacts:

Raj Sharma - Director of Special Education Services

Karen Smith - Administrative Assistant

USD 489

323 W. 12th St.

Hays, KS  67601

(785) 623-2400

Purpose:   The Special Education Teacher creates a positive learning environment to facilitate the personal, social, and intellectual development of students. In order to respond to the individual needs and abilities of students, the Special Education Teacher must work closely with the staff and administration of the school district.

Responsible to:  Building Principal

 Qualifications/Requirements:

1.      A bachelor’s degree from an accredited college/university.

2.      A valid building-level/subject area license issued by the Kansas State Board of Education.

3.      Ability to work cooperatively and constructively with others, including the ability to communicate effectively with a broad number of audiences.

4.      Ability to manage job responsibilities and meet the established district outcomes.

5.      Ability to use district-identified computer hardware and software, and other district-provided technology as needed

6.      Ability to physically adapt to the compressed time schedule of a school day and year.

Essential Job Functions:

1.     Facilitate the personal, social, and intellectual development of students.

2.      Establish a positive learning environment and respond to the individual needs of students.

3.      Able to modify curriculum and instructional practices to meet the needs of students with disabilities in general and special education classrooms.

4.      Ensure that all activities conform to district guidelines.

5.      Communicate effectively with all members of the school district and community.

6.      Work effectively with community organizations.

7.      React to change productively and handle other tasks as assigned.

8.      Support the value of an education.

9.      Support the philosophy and vision of the school district.

10.   Assist in the early recognition and prevention of educational problems.

11.   Participate as a team member in the comprehensive evaluation, review, and re-evaluation process.

12.   Participate in the development of student IEP's.

13.   Plan and implement effective lessons based on student IEP's, using time, materials and resources effectively. 
14.   Adhere to required program guidelines as defined by the Kansas Plan for Special Education.

15.   Monitor student progress in general education classrooms through direct consultation with classroom teachers.

16.   Motivate students through effective communication and evaluative feedback.

17.   Display a thorough knowledge of curriculum and behavior management strategies.

18.   Demonstrate awareness of the needs of students and provide for individual differences.

19.   Set high expectations for student achievement and behavior.

20.   Provide daily feeding and/or mealtime supervision, toileting and hygiene care as needed.

21.   Consult with parents, teachers, administrators, and others concerning the needs of students and special services that are available.

22.   Refer students and their families to appropriate community agencies and services.

23.   Cooperate with agencies serving students and their families.

24.   Assist students in developing feelings of self-worth and in making social adjustments, which permit them to cope with disabilities.

25.   Order and maintain an adequate inventory of materials and supplies.

26.   Maintain appropriate, confidential records and provide timely reports.

27.   Participate in in-service training activities, organizations, and seminars which enhance professional growth.

28.   Train and supervise staff members as assigned.

29.   See that school district and cooperative policies are observed during all activities.

30.   Obtain advance approval for all special activities and expenditures.

31.   Other duties as assigned by the Superintendent of Special Services.

 Special Physical Requirements:

1.      Must have the physical and emotional ability and dexterity to perform required work and move about as needed in a fast-pace, high-intensive work environment.

2.      Requires prolonged sitting or standing.

3.      Occasionally requires physical exertion to manually move, lift, carry, pull, or push objects or materials.

4.      Occasional stooping, bending, and reaching.

5.      Must work indoors and outdoors year-round.

6.      Must work in noisy and crowded environments.

Other:

1.      Performs other duties as assigned by the supervisor and in accordance with the provisions of the USD 489 Board of Education.

2.      The employee shall remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout his/her employment in the district.

3.      The employee shall serve as a role model for students in how to conduct themselves as responsible citizens.

Job Description for Teacher of Visually Impaired:
This employee is responsible for organizing and implementing an instructional program for visually impaired students and meeting the duties of teaching as outlined in laws and policies. The itinerant teacher for students with visual impairments travels to the students and is assigned schools to provide direct and/or consultative special education services relating to visual impairments.  These services enable the students to learn in classroom and community environments. The students range in age from birth through 21, and may or may not have additional disabilities. The cognitive levels of the students range from severely impaired to gifted and talented.
 

Major Responsibilities and Duties

·         Perform functional vision and learning media assessments on new referrals and at intervals as designated by the Individuals with Disabilities Education Act (IDEA).

·         Interpret medical eye reports as they relate to educational environments

·         Contribute to the development of the IEP/IFSP with recommendations for goals, modifications, and learning styles

·         Provide screening and referral procedures to appropriate personnel

·         Recommend appropriate specialized evaluations and assessments, such as for low vision, orientation and mobility, psychosocial, and adaptive physical education

·         Consult with diagnosticians, classroom teachers, students, and parents concerning appropriate evaluations, modifications, and test administrations

·         Be knowledgeable about possible modifications for statewide testing, and arrange for necessary modifications.

·         Obtain modified standardized testing materials (SAT and ACT) and administer or assist in the administration of the test as needed

·         Administer various other evaluations as appropriate (Oregon Project, Insite, Hawaii, Boehme, LAP, E-LAP) and interpret the results as appropriate to parents and other educators

·         Participate in team assessments for students with moderate to severe cognitive disabilities

·         Work as liaison with other agencies in vocational assessment process

·         Provide assessment, instruction, and consultation to other educational team members on issues related to assistive technology, especially computer-based assistive technology


·         Assist in determining need for and procuring classroom equipment and materials necessary for students with visual impairments to learn (braille, low-vision devices, assistive technology, computer, etc.), including ensuring necessary room modifications and lighting changes

·         Provide team members with information regarding the specialized strategies needed for success with each VI student, including those working with infants in non-school-based settings

·         Consult with other educational team members, including parents and rehabilitation service providers to provide information necessary to maximize incorporation of the expanded core curriculum into the entire instructional setting

·         Provide modified materials to team members

·         Provide braille, recorded/enlarged materials, and tactile symbols as appropriate for each child