EARLY CHILDHOOD SPECIAL EDUCATION TEACHER - MILD/MODERATE

Transcription

1 CERTIFICATED JOB DESCRIPTION BOARD APPROVED 7/22/04 Revised March 2010 Revision Approved 4/8/2010 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER - MILD/MODERATE DEFINITION Works under the general direction of the Director of Special Education and the specific direction of the site Principal. Has on site responsibilities for direct instruction and supervision of the Mild/Moderate Early Childhood Education Program. DISTINGUISHING CHARACTERISTICS This is a credentialed position with responsibility for developing and implementing an Early Childhood Instructional Program for pre-schoolers, ages 3 & 4, who qualify with mild to moderate disabilities; developing special education students success in academics, interpersonal skills, concept development and personal management to increase their independence; documenting teaching and student progress/activities, outcomes; addressing students specific needs; providing a safe and optimal learning environment; communicating effectively with students, parents, teachers and administration regarding student progress, expectations, goals. EXAMPLES OF DUTIES Any one position may not include all of the listed duties, nor do all of the listed examples include all tasks that may be found in positions within this classification. Provide a learning environment and prepare and present materials and activities appropriate to the development of motor and sensorial skills, the acquisition of language and literacy skills, the development of math skills, as well as learning activities in science music and art. Responsible for the preparation of all instructor made materials required by the program. Oversee the teaching assistant and will assign duties related to the preparation of the environment language instruction, class order and discipline, preparation of materials and other duties as required. E Evaluate the individual needs of each child, in accordance with IDEA, using standardized test/observations. E Provide positive contact with parents, and regularly scheduled parent conferences. E Supervise the health and safety of children. E Direct and train assistants and volunteers in planning and implementing the program. E Attend staff meetings, workshops, inservices, parent meeting and functions. E Help keep the classroom attractive and materials clean and in order. E Assist in snack and mealtime activities as necessary. E Prepare IEP s and participate IEP meetings. E Maintain attendance records. E Perform all duties as assigned. E Establish a system of documentation that is professional, efficient and accountable and that conforms to state and district guidelines. E Responsible for transition planning for students moving to Kindergarten programs. Provide adequate supervision for all children. E Order all necessary supplies and equipment. E Page 1 of 3

2 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER M/M (Continued) EXAMPLES OF DUTIES (Continued) Write appropriate daily lesson plan. E Establish and maintain a suitable room environment through the proper control of heating, lighting, and ventilation. E Perform a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, attendance at faculty meetings, participation in committee activities, and advisory and consultation activities. E Provide an instructional education program for each student based on the students IEP. E QUALIFICATIONS GUIDE KNOWLEDGE OF: Principles, theories, methods, techniques, and strategies pertaining to teaching and instruction of Early Childhood Special Education pre-schoolers, ages 3 & 4. Child growth and development and behavior characteristics of children with mild/moderate disabilities. Educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to; children with mild/moderate disabilities. Behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures. Socioeconomic and cultural background differences of children Federal and state requirements related to I.D.E.A. ABILITY TO: Plan, organize, develop, and conduct a comprehensive teaching and instruction program for pre-schoolers with special needs; Provide effective learning experiences for pupils from a side range of socioeconomic and cultural backgrounds and with varying mental, social and emotional levels; Effectively assist in the assessment of the educational needs of students with special needs, and the design, development, and implementation of individual education plans; Provide an attractive, inviting, and stimulation learning environment; Perform research and development activities pertaining to curriculum and instruction programs, pilot projects, and innovative programs designed to enhance pupil educational opportunities and experiences for students with special needs; Understand and appreciate the unique needs of students with special needs and their parents. Page 2 of 3

3 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER M/M (Continued) QUALIFICATIONS GUIDE (Continued) EXPERIENCE AND EDUCATION Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be: Experience: Successful completion of student teaching at an accredited college or university in a Mild/Moderate Special Education Program; or two years of full time classroom teaching experience in an Early Childhood Mild-to-Moderate program is desired. Education: Possession of an earned Baccalaureate from an accredited college or university. CERTIFICATION/LICENSE Possession of a Ryan Specialist Credential or an Education Specialist Instruction Credential with Early Childhood Special Education authorization or possession of an Early Childhood Special Education Certificate, through an accredited college or university. LICENSES Possession of a valid California Vehicle Operators License. Condition of employment Insurability by the agency s liability insurance carrier. WORKING CONDITIONS The physical demands described here 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. Elementary school work environment; indoor and outdoors. Lifting, sitting, bending, kneeling, walking, reaching, pushing, pulling, carrying, crouching, stooping, fine manual dexterity and other physical activities as needed. Speaking, listening and observing as needed to provide instruction. Incumbents may be exposed to hostile or abusive individuals. Exposure to blood or other potentially infectious materials, tasks or procedures. Near and far visual acuity/depth perception/color vision/field vision. Ability to lift up to 50 pounds. Page 3 of 3

4 CERTIFICATED JOB DESCRIPTION MARCH 2010 Board Approved April 8, 2010 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER MODERATE/SEVERE DEFINITION Works under the general direction of the Director of Special Education and the specific direction of the site Principal. Has on site responsibilities for direct instruction and supervision of the Moderate/Severe Early Childhood Education Program. DISTINGUISHING CHARACTERISTICS This is a credentialed position with responsibility for developing and implementing an Early Childhood Instructional Program for pre-schoolers, ages 3 & 4, who qualify with moderate to severe disabilities; developing special education students success in academics, interpersonal skills, concept development and personal management to increase their independence; documenting teaching and student progress/activities, outcomes; addressing students specific needs; providing a safe and optimal learning environment; communicating effectively with students, parents, teachers and administration regarding student progress, expectations, goals. EXAMPLES OF DUTIES Any one position may not include all of the listed duties, nor do all of the listed examples include all tasks that may be found in positions within this classification. Provide a learning environment and prepare and present materials and activities appropriate to the development of motor and sensorial skills, the acquisition of language and literacy skills, the development of math skills, as well as learning activities in science music and art. Responsible for the preparation of all instructor made materials required by the program. Oversee the teaching assistant and will assign duties related to the preparation of the environment language instruction, class order and discipline, preparation of materials and other duties as required. E Evaluate the individual needs of each child, in accordance with IDEA, using standardized test/observations. E Provide positive contact with parents, and regularly scheduled parent conferences. E Supervise the health and safety of children. E Direct and train assistants and volunteers in planning and implementing the program. E Attend staff meetings, workshops, inservices, parent meeting and functions. E Help keep the classroom attractive and materials clean and in order. E Assist in snack and mealtime activities as necessary. E Prepare IEP s and participate IEP meetings. E Maintain attendance records. E Perform all duties as assigned. E Establish a system of documentation that is professional, efficient and accountable and that conforms to state and district guidelines. E Responsible for transition planning for students moving to Kindergarten programs. E Provide adequate supervision for all children. E Order all necessary supplies and equipment. E Page 1 of 3

5 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER Mod/Sev (Continued) EXAMPLES OF DUTIES (Continued) Write appropriate daily lesson plan. E Establish and maintain a suitable room environment through the proper control of heating, lighting, and ventilation. E Perform a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, attendance at faculty meetings, participation in committee activities, and advisory and consultation activities. E Provide an instructional education program for each student based on the students IEP. E QUALIFICATIONS GUIDE KNOWLEDGE OF: Principles, theories, methods, techniques, and strategies pertaining to teaching and instruction of Early Childhood Special Education pre-schoolers, ages 3 & 4. Child growth and development and behavior characteristics of children with moderate/severe disabilities. Educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to; children with moderate/severe disabilities. Behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures. Socioeconomic and cultural background differences of children Federal and state requirements related to I.D.E.A. ABILITY TO: Plan, organize, develop, and conduct a comprehensive teaching and instruction program for pre-schoolers with special needs; Provide effective learning experiences for pupils from a side range of socioeconomic and cultural backgrounds and with varying mental, social and emotional levels; Effectively assist in the assessment of the educational needs of students with special needs, and the design, development, and implementation of individual education plans; Provide an attractive, inviting, and stimulation learning environment; Perform research and development activities pertaining to curriculum and instruction programs, pilot projects, and innovative programs designed to enhance pupil educational opportunities and experiences for students with special needs; Understand and appreciate the unique needs of students with special needs and their parents. Page 2 of 3

6 EARLY CHILDHOOD SPECIAL EDUCATION TEACHER Mod/Sev (Continued) QUALIFICATIONS GUIDE (Continued) EXPERIENCE AND EDUCATION Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be: Experience: Successful completion of student teaching at an accredited college or university in a Moderate/Severe Special Education Program; or two years of full time classroom teaching experience in an Early Childhood Moderate to Severe program is desired. Education: Possession of an earned Baccalaureate from an accredited college or university. CERTIFICATION/LICENSE Possession of a Ryan Specialist Credential or an Education Specialist Instruction Credential with Early Childhood Special Education authorization or possession of an Early Childhood Special Education Certificate, through an accredited college or university. LICENSES Possession of a valid California Vehicle Operators License. Condition of employment Insurability by the agency s liability insurance carrier. WORKING CONDITIONS The physical demands described here 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. Elementary school work environment; indoor and outdoors. Lifting, sitting, bending, kneeling, walking, reaching, pushing, pulling, carrying, crouching, stooping, fine manual dexterity and other physical activities as needed. Speaking, listening and observing as needed to provide instruction. Incumbents may be exposed to hostile or abusive individuals. Exposure to blood or other potentially infectious materials, tasks or procedures. Near and far visual acuity/depth perception/color vision/field vision. Ability to lift up to 50 pounds. Page 3 of 3