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Teacher, Emotionally Distrurbed

The Madera County Superintendent of Schools   Madera, CA   Full-time     Education
Posted on May 10, 2022
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BASIC FUNCTION:

Under the general supervision and direction of an assigned administrator, design, develop, and implement goals, objectives, and activities for children assigned to his/her class. Plan, organize, and create an individualized program to maximize and promote the students’ progress to the fullest potential. Prepare Individualized Education Plans (IEPs) and make necessary parent and agency contacts pertaining to students and programs, including appropriate positive behavior plans. Promote, by his/her action, the qualities of good citizenship, cooperative attitude, responsible conduct, good work habits, initiative, and appropriate attire as deemed by his/her immediate supervisor.

REPRESENTATIVE DUTIES:

ESSENTIAL DUTIES:

  • Assess and evaluate students and assist in the coordination of related services when necessary.
  • Develop well-defined goals and objectives based upon state adopted standards for students who are identified with special needs.
  • Prepare IEPs for each student, including diagnostic/prescriptive/performance characteristics, and methods of implementation, and participate in IEP meetings.
  • Monitor student achievement through periodic, ongoing assessment and adjust instruction in response to student data.
  • Assist in developing or revising curriculum or learning materials to meet instructional, adaptive, and social/emotional needs of each student.
  • Participate in the selection of instructional materials and supplies, maintain inventory, and submit material and work requests as appropriate.
  • Prepare written lesson plans for students which reflect the diagnostic, prescriptive, and performance characteristics of the learning environment.
  • Create an effective environment for learning in which positive self-concept, self-help activities and independence are stressed.
  • Organize classroom to create a safe and optimal learning environment appropriate to students’ needs.
  • Provide individualized and small group instruction based on each student’s need.
  • Provide necessary supervision of students in out-of-classroom activities as directed to ensure their safety.
  • Implement an appropriate behavioral management system for students, including setting consistent, firm and appropriate limits for student through a positive behavior plan.
  • Meets students’ needs which may include feeding, toileting, diapering, and transferring.
  • Facilitate student mainstreaming as appropriate and required by the IEP.
  • Work cooperatively and maintain effective communication and working relationships with parents, administrators, community agencies and staff to provide a positive and productive learning environment.
  • Uphold confidentiality guidelines pertaining to students and their families.
  • Participate in case staffings, team and other meetings.
  • Explain school program and curriculum to parents and other interested persons.
  • Monitor student safety and health, and make appropriate referrals when necessary (parent, nurse, administrator, agency, etc.).
  • May supervise, coordinate, and plan the work of Instructional Assistants or other paraprofessionals who assist in the Special Education program.
  • Supervise and arrange for supervision (via Instructional Assistants) of students in lunch or playground activities, loading and unloading of students from the bus at school site.
  • Cooperate and coordinate with other support staff as appropriate to meet mandates, directives, and student needs.
  • Participate in inservice education activities to maintain or increase professional competence as provided by the Madera County Office of Education or other self-directed professional growth activities.
  • Maintain all mandated and appropriate records and documentation relevant to student attendance, behavior, performance and maintain confidentiality of records according to law, Board policy, and Administrative Regulations.
  • Complete daily routines and schedules.
  • Complete accident/incident/emergency behavior report forms when necessary and forward to supervisor promptly.
  • Coordinate field trips as appropriate.
  • Coordinate transition services for students who participate in general education classroom activities or who are ready to return to the general education program for the purpose of ensuring efficient instructions and an effective cohesive transition from the identified Special Education Program.

OTHER DUTIES:

Perform related duties as assigned.

KNOWLEDGE AND ABILITIES:

KNOWLEDGE OF:

  • California State Academic Standards.
  • California Content Standards for the Teaching Profession.
  • Legal requirements, state guidelines, regulations, policies, and procedures as they relate to the field of special education.
  • The dynamics of Emotionally Disturbed students.
  • Behavioral strategies to meet the unique needs of Emotionally Disturbed students
  • Formal and informal assessment techniques and instruments in order to develop appropriate learning programs.
  • Curriculum and lesson plan development to meet IEP or other educational goals.
  • How to write effective, standards-based student goals and objectives.
  • Appropriate options of delivery methods and services.
  • Appropriate modifications and interventions of classroom curriculum.
  • Appropriate behavior management techniques.
  • Basic grading procedures and/or recordkeeping techniques.
  • Basic instructional strategies, methods, and techniques.
  • Child guidance and development principles and practices related to children with special needs.
  • Effective learning environment and classroom organization techniques.
  • Basic academic, vocational, and/or technology skills applications.
  • Individualized instruction teaching techniques.
  • Oral and written communication skills.
  • Interpersonal skills using tact, patience, and courtesy.
  • Operation of a computer and assigned software.

ABILITY TO:

  • Understand and relate to children with special needs.
  • Maintain appropriate classroom discipline procedures and practices.
  • Administer a variety of assessments.
  • Implement curriculum that addresses student goals and objectives.
  • Deliver methods and services to match specific student needs.
  • Develop and implement modifications and intervention strategies.
  • Communicate effectively both orally and in writing.
  • Interpret, apply, and explain rules, regulations, policies, and procedures.
  • Establish and maintain cooperative and effective working relationships with others.
  • Evaluate and analyze complex problems, issues, and concerns and render judgment, make timely and effective decisions, and solve problems efficiently.
  • Operate a computer and assigned office equipment.
  • Analyze situations accurately and adopt an effective course of action.
  • Meet schedules and timelines.
  • Work independently with little direction.
  • Plan and organize work.

EDUCATION AND EXPERIENCE:

Any combination equivalent to: Valid California teaching credential authorizing specialized services to the identified student population. This could be Educational Specialist – Mild/Moderate, Moderate/Severe, or Severely Handicapped; prior teaching experience preferred.

LICENSES AND OTHER REQUIREMENTS:

  • Cross-cultural Language and Academic Development (CLAD) or BCLAD certification, or certificate authorizing services to limited English proficient students.
  • Possession of a valid California Class C driver’s license.

WORKING CONDITIONS:

ENVIRONMENT:

  • Indoor and outdoor classroom environment.
  • Driving a vehicle to conduct work.

PHYSICAL DEMANDS:

  • Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions in the work environment.
  • Hearing and speaking to exchange information and make presentations.
  • Dexterity of hands and fingers to operate a computer keyboard.
  • Seeing to read a variety of materials and to monitor student activities.
  • Sitting or standing for extended periods of time.
  • Bending at the waist, kneeling, or crouching to assist students.
  • Ability to provide non-violent physical intervention as appropriate and necessary to ensure student(s) safety.
  • Physical agility and stamina to move about the classroom.
  • Ability to lift or manipulate children with assistance, if necessary.