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This position is responsible for the instruction of educational programs and curricula for exceptional students. The Special Education Teacher develops and implements the Individual Education Plan (IEP) for each student and collaborates with members of the instructional team in the planning and implementation of behavioral and academic interventions and supports to ensure students receive a quality educational program. The Special Education Teacher manages the paraeducators in the classroom. The Special Education Teacher reports to the Principal.
Responsibilities
- Serves as case manager for student IEPs; complies with all special education regulations and timelines and conducts IEP meetings.
- Plans, develops, and implements individualized and group instruction and therapeutic behavior management relative to the needs of the individuals or group.
- Manages the data collection process and procedure for students in the classroom and as part of the case manager; collaborates with school staff on data accuracy and problem solving for improved student outcomes and progress monitoring.
- Complete appropriate written reports, plans, and records relative to the educational program (point sheets, behavior data plans, academic progress, and social goals progress) in a timely and professional manner.
- Plan and facilitate instruction with adaptations as designated in the student’s IEP.
- Supervise and set clear expectations for paraeducator staff in their supportive role in the classroom, to ensure best practices for all students educationally and therapeutically.
- Effectively manage the classroom environment, including engaging students and incorporating proactive behavior management strategies. Maintain an organized classroom that fosters structure and support conducive to learning.
- Fully engage in staff development trainings to continue to develop and maintain skills regarding the dynamic needs of students. Adhere to the core competencies of teacher expectations: planning and preparation, instructional delivery, content knowledge and pedagogy, and professionalism.
- Communicate regularly with parents or guardians.
- Adhere to all PHMC and Fairwold Academy policies and procedures.
- Performs related duties as assigned.
Skills
- Demonstrated ability to work with a variety of educational staff and parents to establish and maintain cooperative and effective working relationships.
- Excellent ability to work with students of all ages, levels, and from various cultural and ethnic backgrounds.
- Demonstrated knowledge of curriculum and instructional strategies for students experiencing behavior management challenges.
- Demonstrated knowledge of theory and principles of child growth and development with an emphasis on social-emotional development and low-incidence disabilities.
- Demonstrated knowledge of School-Wide Positive Behavior Support systems, including PBIS data systems
- Demonstrated ability to effectively instruct, assess, and evaluate students with behavioral and social-emotional needs.
- Demonstrated skills with computers, data systems, and electronic reports
- Demonstrated ability to understand and adhere to policies and procedures
- Demonstrated analytical and problem-solving skills
- Excellent organizational and time management skills
- Excellent interpersonal skills
- Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions.
Performance Requirement
- Manage assigned caseload of special education students, including adherence to all PA Chapter 14 Special Education regulations and timelines.
- Conduct IEP meetings with professionalism, accurate data and records, and respectful parent communications.
- Write, assess, and evaluate effective and measurable IEP academic and behavioral goals, including the condition, student name, clearly defined behavior, and performance criteria (criterion level, number, evaluation schedule, or method) in the goal.
- Plan, develop, and implement a weekly lesson guide for assigned curricula, adhering to pacing timelines and scripted programs, providing adaptations and modifications as necessary to accommodate students’ IEPs.
- Deliver consistent instruction that demonstrates 1) knowledge of content and pedagogy through a variety of active engagement and instructional strategies, 2) effective questioning and discussion techniques, 3) positive and constructive feedback, and 4) responsiveness to student learning and behavioral needs.
- Manage a safe and orderly classroom environment that demonstrates 1) purposeful and equitable learning, 2) structured routines and classroom expectations, 3) skillful organization of the physical space, and 4) positive, appropriate, and highly respectful interactions among students and staff.
- Manage student data, assess student learning, and monitor progress. Complete documentation, reports, summaries, and other evaluative measures of students’ individual academic and social progress aligned to the instructional goals, showing evidence of adaptations as needed within dictated timelines.
- Manage paraeducator staff by setting clear expectations for their supportive role in the classroom, ensuring best practices for all students educationally and therapeutically.
- Adhere to all proactive behavioral incident management and reporting protocols, including Mandt, PBIS, and trauma-informed practices as designated by PHMC and Fairwold policy.
- Ensure effective management and instructional delivery of the classroom continues with thorough substitute plans and routines, and communication with the instructional team.
- Ensure student point sheets include positive and accurate daily feedback for parent communication.
- Provide support to the school community at all times to maintain an orderly school environment; provide support to students in crisis or those students demonstrating non-compliant behavior.
- Engage in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues.
Physical Demands/Work Environment
Routine school environment. An employee may be involved in de-escalating student behaviors using mandatory approved techniques.
Potential exposure to blood-borne pathogens; may transport students in the agency in accordance with PA Department of Education and Department of Transportation requirements and school and PHMC procedures.
Ability to climb stairs and walk on uneven terrain, play yards, and school grounds.
Ability to move rapidly, forward, backward, and laterally.
Physical capacity to lift, move, and position a student up to age 21 who may weigh 150 pounds or more with the assistance of other properly trained personnel.
Ability to independently utilize routine office equipment.
Ability to independently travel outside of school hours as determined by administration.
The physical demands and work environment described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and Experience
- Minimum of a bachelor’s degree from an accredited college or university
- Current and valid Instructional I or Instructional II certification in Special Education N-12 issued by The Commonwealth of Pennsylvania, OR Emergency Certification for Special Education with accreditation. Employee must maintain active enrollment in an accredited Special Education program to maintain and earn certification within the designated PDE timeline.
- One year of experience working with a special needs population in a school setting and an understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, and intellectual disabilities.
Salary
• Commensurate with education and experience
PHMC is an Equal Opportunity and E-Verify Employer.
