Job Overview The Teacher Special Education SAILS Elementary Schools will provide instruction in academic, behavior, communication, independent living, social, and personal care skills to students with disabilities using a variety of teaching techniques, materials and equipment. The Succeeding in Academic and Independent Living Skills (SAILS) program generally serves students with cognitive disabilities who require a curriculum focusing on (1) academic instruction based on prerequisite skills that are aligned to grade level TEKS, (2) communication/social skills, (3) independent living skills, and (4) job readiness/self-determination skills. Position Description Essential
Duties and Responsibilities
Service Delivery Conduct instructional and other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to, support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to, state and district testing, and informal criterion-referenced assessments Develop present levels of academic achievement and functional performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs,including behavior intervention plans and accommodations/modifications of materials and curriculum Direct and oversee the activities of an educational setting paraprofessional, aide, volunteer, or peer tutor Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including restraint when student is in danger of harming self or others Prepare paperwork for and participate in Admission Review and Dismissal (ARD) meetings Participate in appropriate campus/district professional development activities as required or assigned Provide for basic needs of students who, because of their disability, are not able to care for themselves including personal care (e.g., personal hygiene, toileting, cleaning, dressing, lifting, positioning, transitioning and feeding) Supervisory Responsibilities None
Qualification Requirements
To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 Applied Behavior Analysis (ABA) training within one year of hire date De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions
The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.
- The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials.
- The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear.
- Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus.
- Attendance at conferences and professional development is required.
- Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties.
- May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Additional Information
Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25%25 of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses.
