Summary Description of the Position:
The Special Education Teacher- Secondary provides students with disabilities (ages 16-21) a comprehensive educational program that leads to greater independence, a sense of pride in accomplishment and dignity. The teacher recognizes that the highest quality of service is delivered with compassion, reliability, respect, attention and hospitality–the core values of the agency. The teacher implements curriculum and students’ IEP goals and objectives in accordance with School guidelines and NJ State Department of Education requirements for programs for students with disabilities. Works collaboratively with staff and observes the agency’s values in designing and directing well-rounded lessons. Provides an attractive, well-kept and organized classroom that encourages positive behavior, creativity, input and decision-making by students. Directs classroom staff. Ensures a safe environment by keeping an ongoing check of the maintenance and necessary housekeeping duties of the classroom and common use areas. Completes required paperwork in an accurate and timely manner. Keeps families informed of student’s performance. Promotes positive relationships and maintains confidentiality.
This an “in-person” position.
Qualifications for the Position:
- Bachelors’ degree in Special Education and Elementary Education, if required by certification type. Masters’ degree in Special Education preferred.
- Certification as New Jersey Teacher of the Handicapped or Teacher of Students with Disabilities with Elementary Education.
- Approved Criminal History Review from the NJ Department of Education, Office of Criminal History Review.
- Valid CPR certification and first aid certification preferred.
- Prior experience working with students with disabilities in a classroom setting.
- Possesses sufficient back strength to perform essential job functions.
- Required skills, knowledge and ability to perform job.
- Ability to develop and maintain effective work relationships.
- Ability to direct the work of others.
- Ability to learn new tasks quickly.
- Effective oral and written communication skills.
- Knowledge of school environment.
Agency Expectations of the Employee:
- Adheres to agency and departmental policies and procedures. Maintains information in a confidential and need-to-know manner regarding persons served, families, co-workers and volunteers.
- Acts as a role model within and outside the agency in promoting positive relationships with persons served, families, staff, volunteers and community partners.
- Performs duties as workload necessitates. Demonstrates flexible and efficient time management and the ability to prioritize workload.
- Treats attendance and punctuality as essential components of the job.
- Performs position’s duties and responsibilities within the vision, mission and values of the agency.
- Communicates on a timely basis with supervisor about departmental issues and concerns affecting the safety and well-being of all.
Essential Duties/Responsibilities of the Position:
- Understands the major areas of exceptionality addressing the characteristics and educational needs of students with a broad range of special instructional needs. Considers the physical, social and emotional aspects of development in preparing lesson plans and activities.
- Demonstrates mastery of common Core Standards to provide students with age-appropriate learning in the areas of literacy, mathematics, science, social science, the arts, history, etc. Adapts lessons based on individualized student learning needs and styles. Uses approved formal and informal assessment techniques and instruments for instruction and classroom practice. Incorporates learning technologies to give students a more personalized experience.
- Effectively communicates relevant and timely information to School administration and supervisors, related services staff, instructional assistants about students and classroom activities. Supervises assistants, student teachers, practicums and volunteers; ensures performance standards are met and maintained. Reinforces positive workplace communication. Offers feedback to Supervisors/Principal regarding performance evaluations.
- Plans collaboratively with parents/families through group and individual conferences, phone contacts, home visits and written communications. Meets with parents/families and professionals to review students’ progress and behavior. Participates in staff development and scheduled meetings.
- Possesses instructional and organizational skills necessary for teaching students with mild to severe learning disabilities and/or complex medical needs and or pervasive developmental delays or spectrum disorders. Prepares and delivers lesson plans in accordance with school’s expectations. Identifies instructional best practice strategies that promote effective classroom organization and instruction. Plans and implements cross-training within department. Works flexible hours as needed.
- Encourages collaboration surrounding interpersonal communication, problem solving, cultural diversity and teamwork. Understands methodology and implementation of approved school behavior techniques including how to make changes to improve classroom behavior. Assesses individual behavior support plans for ongoing effectiveness.
- Understands atypical variations in the motor and communication development of students with disabilities and what modifications may assist them in the performance of daily activities. Ensures daily functional positioning, movement, and oral motor skills with the appropriate use of assistive equipment and technology. Uses communication aids and develops strategies for integrating augmentative communication into classroom activities. Encourages expansion of a student’s adaptive skills to increase social competence and community acceptance.
- Keeps abreast of information from the medical sciences concerning the etiologies of disabilities and the relationship between students’ medical issues and classroom activities. Develops professional competencies; keeps abreast of related literature, enhances technical skills and knowledge. Demonstrates commitment to meeting PDP (Professional Development Plan) goals and activities.
- Responds appropriately to interruptions, emergencies and various safety and evacuation drills.
- Participates in department meetings and in-service trainings. Offers ideas for improved services and operations.
- Observes agency and departmental policies and procedures. Meets and maintains agency standards for student behavior management, child abuse and neglect, infection control, safety, emergency procedures, attendance, moral and professional conduct.
- Performs other duties as assigned.
Americans with Disabilities with Amendments (ADAAA) Specifications:
The demands described herein below are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Proficiency Ratings Legend: O = Occasionally – May be called upon to perform from time-to-time.
R = Regularly – Commonly called upon to perform.
F = Frequently – Repeatedly called upon to perform; cannot perform job without this.
- Lifting unassisted: Up to 30 pounds, from the any level. (F)
- Lifting assisted: Up to 100 pounds or more, from the any level. (F)
- Standing/Walking: Remaining on one’s feet in an upright position or moving about a work area. (F)
- Sitting: Remaining in a normal, seated position. (O)
- Bending/Stooping: Continual, intermittent flexing of the spine; bending body downward and forward by bending spine at the waist. (F)
- Crouching/Kneeling: Bending legs at knees; coming to rest on knee(s). (F)
- Crawling: Moving about on a surface on hands and knees (O)
- Pushing/Pulling: Exerting force upon an object so that the object moves away from or toward the force. (F)
- Reaching: Extending hand(s) and arm(s) in any direction. (F)
- Climbing: Ascending or descending ladders, stairs, ramps, and the like, using feet and legs, and hands and arms. (F)
- Repetitive finger/hand movements: Usage or other special equipment operated. (F)
- Precise finger/hand movements: Seizing, grasping, turning or otherwise performing precision work with hand or hands. (F)
- Close vision: Clear vision at 20 in. or less. (R)
- Distance vision: Clear vision at 20 feet or more. (R)
- Color vision: The ability to identify and distinguish colors. (R)
- Peripheral vision: To observe an area that can be seen up/down or to the left/right, while the eyes are fixed on a given point. (F)
- Depth perception: The ability to judge distances and spatial relationships. (F)
- Focus adjustment/ability: To adjust eyes to bring an object into sharp focus. (F)
- Distinguish foreground/background sounds. (F)
- Hear high/low frequencies. (F)
- Hear/process for conversational speech. (F)
- Effective articulation. (F)
- Voice projection. (F)
- Shift from technical to social language. (F)
- Read and write at a college level. (F)
- Taste: The ability to distinguish different flavors. (R)
- Smell: The ability to distinguish scents. (R)
- Touch: The ability to distinguish tactually. (R)