Special Education Teacher

AGENCY-WIDE CORE COMPETENCIES Ethical Conduct

Understands and adheres to the Agency’s Code of Conduct, demonstrates a high level of integrity in all internal and external activities and complies with the Employee Handbook and all other Agency policies, practices and procedures. Must maintain strict confidentiality related to client, staff and other Agency information.

Communication

Able to inform verbally and in writing, with clarity and good effect and to understand clearly and quickly when instructions or orders are received. Includes judgment about what information is important and what is not, and what should be communicated, how, to whom, and when.

Judgment

Able to make decisions in a timely fashion that are sound, accurate, and supported by the reasoning and inclusion of appropriate people. Includes the ability to recognize, address, and propose solutions to challenges that arise.

Safety

The employee is safety conscious about the work environment and equipment. The work area is free of debris to prevent trip and slip hazards. Standard operating procedures, safety work rules, and good general practices are followed on a daily basis.

POSITION SPECIFIC COMPETENCIES Work Quality Has knowledge of and follows through on school and agency administrative procedures and deadlines (e.g., timeline to submit incident reports, attendance, progress reports, IEP drafts, etc.) towards supporting and meeting school outcomes and agency mission Prepares present levels and IEP annual and benchmark goals for students’ IEPs via SEIS; input data and manage agency electronic record system-TIER Administers or oversees the administration of criterion referenced tests and standardized assessments needed to measure student progress for IEPs, report cards, and progress reports, including annual mandated state testing Job Knowledge Plans and provides appropriate learning experiences for development of the academic and social skills of students Designs instruction to enable students to meet state standards at grade level, whenever possible, or to approach this level to the best of a students’ abilities Participates professionally in IEP meetings to convey students’ academic and social emotional needs and present plans devised to remedy behavioral/social/emotional challenges Encompasses the knowledge and possesses the academic skills to deliver appropriate instructional experiences within a student’s assigned grade level Cooperation Implements the classroom and school wide positive behavioral intervention management system in collaboration with school team members Attends and participates in school staff meetings Continuous Learning Maintains professional competence through completion of required credential programs, participation of in-service education provided by the agency/school, by the County Office of Education and through participation in self-selected professional growth endeavors Adaptability Capability to work creatively and cooperatively with a team Willingness to work within an interdisciplinary model (special education, applied behavior analysis, mental health) Ability to work independently, and collaboratively as a team member, while being flexible in a changing and multifaceted work environment Intervenes during crisis situations utilizing CPI or its equivalent; may utilize physical intervention as required to maintain safety Composure Ability to interact with children or adolescents in a consistent, empathic, flexible, and patient manner Ability to set clear yet firm limits and boundaries Ability to support youth with severe behavioral, developmental, learning, and emotional difficulties in a variety of settings Ability to work with families of youth with severe behavioral, developmental, learning, and emotional difficulties preferred Team Building Plans, supervises, and coordinates the productive and supportive work of teaching assistant/1:1 aide(s) Collaborate with the multi-disciplinary team to work creatively and cooperatively providing a consistent, structure classroom setting and/or appropriate activities for students Managing Diversity Ensure culturally sensitive and relevant treatment

Requirements

Qualifications

A Mild-Moderate teaching credential with Autism certification, or Moderate-Severe teaching credential, or Internship Education Specialist Instruction Credential and/or pending eligibility for said credential utilizing a CDE/CCTC Emergency Credential or Short Term Staff Permit Fingerprint clearance from California DOJ, FBI, and any other required entity Experience in a special education classroom and/or experience in a treatment milieu A valid California driver's license, insurable by SBS insurance policy based on DMV record and personal vehicle insurance PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. Basic locomotive skills to jog, run, and walk at a brisk walking pace of 100 steps per minute; running at 6-7 MPH for approximately 3 minutes. Able to bend and/or kneel to the floor and return to a standing position without the aid of using a student’s body to do so and within a safe and a reasonable timeframe; basically, to bend down and get back up without requiring aid of another person, either to hold onto or to help lift up. Sufficient balance and coordination to effectively guide dysregulated students grades K-12 or ages 5-19. Must be able to implement CPI techniques: This is a key point in physical requirements, it requires the ability to hold and stabilize physically aggressive students, and to aid in physical interventions and holds to keep students, staff, self, and avoid major property damage (broken windows, holes in walls, etc.) Sitting, walking, standing, twisting and bending for most of the time. Occasional reaching and/or grasping using hands and/or arms. May be required to lift up to 10 pounds. May be required to ascend/descend stairs. Regular use of hands requiring dexterity in using the telephone, computer keyboard, mouse or calculator. Visual ability to read documents and computer monitor. Exposure to low to moderate noise levels characteristic of working in a school. Ability to drive to various sites. Hearing and speech to converse in person and over the telephone. Regularly required to talk and hear. Physical ability to implement CPI procedures or its equivalent, including physical restraints. Able to perform basic first aid and/or CPR. AGENCY EXPECTATIONS Adhere to all Agency Health and Safety policies and procedures administratively as well as related to the care of our clients Adhere to the Agency’s Code of Conduct and Employee Handbook, as well as any other agency policies and procedures Attend and participate in all required agency supervisions, meetings, and trainings Must maintain strict confidentiality related to client, staff, and other Agency information Side by Side provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.