Intermediate Special Education Teacher- Functional Academics (2023-2024)
Robinson ISD

Please contact the district or school with any questions regarding this position.
Primary Purpose:
 
Provide IEP-based learning activities and experiences designed to help students with special needs fulfill their potential for intellectual, emotional, physical, and social growth. Develop and/or modify curricula in order to prepare lessons and other instructional materials to match students’ ability levels. Work in a self-contained, team, departmental, and/or itinerant capacity as assigned.
 
 
Qualifications:
 
Education/Certification:
Bachelor’s degree from an accredited university
Valid Texas teaching certificate with required special education endorsements for assignments
 
Special Knowledge/Skills:
Ability to understand and address individualized needs of students assigned
Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting and implementation
Knowledge of how to adapt curriculum and instruction to address special needs
Effective communication skills
 
Experience:
2 years of teaching experience (preferred)

Major Responsibilities and Duties:

Instructional Strategies
  1. Collaborate with students, parents, and staff to develop IEPs through the ARD Committee process for each student assigned.
  2. Conduct consistent processes of documentation of student progress. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that effectively support student learning and progress.
  3. Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned.
  4. Work cooperatively with classroom teachers to modify curricula as needed and support the learning of students with special needs in general education classes.
  5. Create and report progress on individualized, standard-based goals/objectives.
  6. Participate in ARD Committee meetings and serve as the Case Manager for students assigned.
 
Student Growth and Development
  1. Conduct ongoing assessments of student achievement through formal and informal measures.
  2. Consult district and outside resources regarding the educational, social, medical, and personal needs of students.
 
Classroom Management and Organization
  1. Create a classroom environment conducive to learning and appropriate for the physical, social, medical, and emotional development of students.
  2. Manage student behavior and administer discipline including intervening in crisis situations and potentially physically restraining students as a last resort in order to maintain safety and well-being. Consult with classroom teachers regarding the management of student behavior according to IEP.
  3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities at all times.
  4. Plan and assign the work for teacher aide(s) and volunteer(s) and oversee completion.
 
Other
  1. Maintain professional relationships with parents, students, and colleagues.
  2. Participate in staff development activities to improve job-related skills.
  3. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
  4. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
  5. Utilize equipment and strategies that support student progress, including physical supports, visual schedules, and communication boards.
  6. Attend and participate in faculty meetings and serve on staff committees as required.

 

Supervisory Responsibilities:
 
Direct the work of instructional aide(s).
 
Mental Demands/Physical Demands/Environmental Factors:
 
Tools/Equipment Used: Personal computer and peripherals, positioning devices, assistive technology devices, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking and bending
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours
Environment: Exposure to biological hazards
Mental Demands: Maintain emotional control under stress and a willingness to be collaborative