Long Term Substitute for High School Special… at BLaST… · Bradford…

Long Term Subtitute for High School Autism Support Special Education Teacher in Sayre, PA

SUMMARY:

Responsible for planning instruction and/or adaptation of the educational program to ensure that students benefit from a free and appropriate education program in the least restrictive environment.

ESSENTIAL DUTIES AND RESPONSIBILITIES (others may be assigned):

• Instruct individuals and groups in special education skill areas.
• Plans curriculum and lessons using research-based programs and teaching methods.
• Evaluates student achievement based on progress monitoring techniques and observation.
• Implements behavior support plans for individual students, when needed.
• Monitors students' adaptive/behavioral progress when appropriate
• Maintains the physical environment of the classroom.
• Maintains contact with parents of students.
• Adheres to the home school and district’s procedures for safety and discipline.
• Prepares report cards, educational records, IEP forms, classroom observation records, and classroom attendance data.
• Implement de-escalation techniques and physical interventions, in accordance with safety care certification competencies, to maintain a safe and supportive learning environment
• Maintain a valid state driver’s license and ability to drive without advanced notice

SUPERVISORY RESPONSIBILITIES:

Supervises students and classroom paraprofessionals.

QUALIFICATIONS REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE:

Bachelor's degree in education and highly qualified status as defined by Federal mandate.

CERTIFICATES, LICENSES, REGISTRATIONS:

Pennsylvania (Inst. I or II) teaching certificate with K-12 special education endorsement. Highly qualified status is consistent with NCLB and Pa. Chapter 49.

QBS-Safety Care certificate(s), or other de-escalation techniques and physical intervention training certification without competency restrictions, required by the Intermediate Unit or host agency.

Valid state driver’s license

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES:

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on academic standards and individual objectives that meet the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents, and community; ability to speak clearly and concisely in written or oral communication. Competent in the use of computer technology.

PHYSICAL DEMANDS:

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 essential functions.

While performing the duties of this job, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back while performing the duties of this job. Specific vision abilities required by this job include peripheral vision and close vision such as to read typewritten material. The employee may occasionally lift up to 25 pounds such as student equipment and wheelchairs.

WORK ENVIRONMENT:

The work environment characteristics 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 essential functions.

The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with, students, parents, the public, and other professional staff. The employee is directly responsible for the safety, well-being, and achievement of students.