Special Education Teacher

Statement of Purpose:
The Special Education Teacher provides individualized instruction to students, grades 3 to 22 years of age, with moderate to profound, multiple disabilities, including visual impairments and blindness. Instruction is based on individual student goals per their individualized education plans and is focused on the development of academic, social-emotional, and functional independence skills.

Specific Requirements Include, But Are Not Limited To:

• Exercises primary leadership and responsibility for the safety of assigned students in the classroom, recreation, and in all training areas including following the mandates of reporting potential indicators of neglect or abuse (with communication to the principal regarding the report prior to the report when practicable);
• Assigns routine duties and educational activities to assigned Paraprofessional staff and supports and cooperates with staff to maintain classroom and educational areas, equipment and educational decorum for benefit for all;
• Addresses educational needs in current legal and appropriate ways such that common core requirements and Illinois State Board of Education mandates as well as equity requirements are specifically addressed in meaningful and appropriate ways for students;
• Implements appropriate transition activities starting at aged 14 to address educational outcomes that support positive outcomes for life after high school eligibility;
• Implements a functional, educational program for students with multiple disabilities, including visual impairment or blindness, intellectual disability, autism, orthopedic impairment, other health impairment, developmental disability, traumatic brain injury, and any other secondary or component disabilities in our students’ profile;
• Creates lesson plans that are engaging and differentiated to meet the needs of students
• Follows dictates of appropriate and current assessment and data usage to determine appropriately prioritized intervention and levels of sequential performance gain;
• Collaborates and teams with therapists and other staff members in planning individual educational programs;
• Establishes and maintains open communication with families, colleagues, and other stakeholders to support the growth and development of students across environments
• Collects and maintains clear academic, functional, and behavioral data to support student outcomes
• Presents specific agency services to community and professional groups as appropriate;
• Maintains appropriate and timely records including IEPs, Behavior Intervention Plans, Functional Behavior Assessments, quarterly outcomes, quarterly progress, daily family notes