Special Education Teacher (1 YEAR)

Perform professional instructional work of moderate difficulty in guiding students toward gaining

knowledge and skills in order to become productive citizens; teach academic, affective, behavioral,

prevocational, and/or vocational subjects and skills to eligible students with handicaps in the school,

community, and/or home setting, adapting teaching techniques and methods of instruction to meet

individual student needs. Determine individual needs of disabled students and program

accordingly. Create a class environment favorable to learning and personal growth; establish

effective rapport with students; motivate students to develop skills, attitudes, and knowledge;

establish positive relationships with parents and with other staff members.

Work is performed under the direction of the principal and/or the Director of Special Services, who

will at least annually evaluate the special education teacher's performance. Work is reviewed

through observations and results achieved.

Program assistants and IEP aides as assigned by the building administration.

Plan curriculum, prepare lessons, and arrange materials/equipment used by students based on the

Individual Education Plan (IEP); meet all state and federal mandates for IEP development,

maintenance and IDEA eligibility.

Instruct students in academic, affective, prevocational/vocational, and/or life skills based upon the

IEP.

Deliver services to students by collaboration with regular and special education specialists through

the school, community and home. Confer with other members of staff to facilitate students' learning

the Least Restrictive Environment based upon the IEP. Maintain knowledge of the continuum of

services and assist IEP teams in appropriate student placement.

Administer appropriate ability and achievement tests and interpret results.

Observe, evaluate, prepare and maintain records and reports on progress of students.

Support the continued improvement of special education programs through training and piloting

various programs.

Chair the IEP meetings and oversee the development and implementation of the IEP.

Configure the appropriate continuum of services based upon student needs.

Meet and instruct assigned classes in the location and at the times designated.

Guide the learning process toward the achievement of established district curriculum goals,

establish and communicate clear objectives to the students for all lessons, units, and projects.

Create a classroom environment that is conducive to learning and appropriate to the maturity,

interest, and abilities of students; translate lesson plans into learning experiences to best utilize the

available time for instruction; provide written evidence of preparation upon request of the

Employ a variety of instructional techniques and media, consistent with the physical limitations of

the location provided and the needs and capabilities of each student in order to determine student's

instructional needs in meeting the district's competencies; assess accomplishments of students on

a regular basis in order to provide progress reports as required; communicate with parents as

deemed necessary.

Identify the difference in needs, abilities, and interests among students and provide appropriate

instruction to meet those differences.

Collect, analyze, and report on data for select state and district reports.

Provide transition assessments, planning, and agency coordination for students and families of

students for whom school sites require additional assistance due to specialized needs.

Administer group standardized tests and proficiency tests to students in accordance with district

testing programs and IEP requirements.

Maintain accurate, complete, and correct records as required by law, district policy, and

administrative regulations.

Take all necessary and reasonable precautions to protect students and to maintain equipment,

materials, and facilities.

Develop and maintain a code of conduct for the classroom which is consistent with established

administrative policies; develop rules of classroom behavior for which are enforced in a fair and just

manner.

Make provisions for being available to students and parents for education-related purposes during

the scheduled workday when required or requested to do so.

Plan for and participate in professional improvement activities; take advantage of courses, readings,

in-service training, and conferences in his/her area of specialization and competency.

Establish and maintain two-way communication with parents, students, and other staff members in

an honest, positive, and constructive manner.

Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written

evaluation as required.

Supervise students in out-of-classroom activities on campus during the assigned working day;

participate in the sponsorship of student activities as appropriate to the grade level; attend

established traditional school-sponsored activities agreed upon by the building administrator and

the faculty.

Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and

school district policies, procedures, and regulations.

Cooperate with other professional staff members in assessing and helping solve health, attitude,

Attend building and district meetings to promote communication and mutual decision making among

the staff.

Serve on district committees that develop curriculum and enhance instruction.

Perform other duties and associated responsibilities as the Administrator may assign.

Perform related duties as assigned.

Works in close cooperation with the Director of Special Services, school administration, school

psychologists, counselors, speech pathologists, and health services personnel, special education

consultants, special education teachers and regular education teachers. Frequent contact with

students, parents, and other school personnel.

Typical classroom environment.

Considerable knowledge of the principles and practices for effective teaching techniques and

student learning techniques and lesson planning; successful experience in teaching students

(preferably at the high school, middle school and elementary school level) who qualify under the

Individuals with Disabilities Educational Improvement Act (IDEA); knowledge of IDEA requirements.

Ability to perform the following work activities with or without reasonable accommodations:

on the Individual Education Plan.

upon the Individual Education Plan.

reports and plans.

profession.

school staff, outside agencies; and the general public.

Bachelor's Degree from an accredited college or university with major course work in education or a

related field; or any equivalent combination of experience and training which provides the

knowledge, skills and abilities to perform the work.

Possession of a valid Nevada Teaching Certificate issued by the State of Nevada:

1. Valid Nevada Exceptional Pupil Education Endorsement in appropriate areas.

2. Valid Nevada Special Education Generalist Endorsement.

Minimum 186 days/yr

Licensed Salary Schedule

Exempt