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Middle School Special Education Teacher
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The Community Honoring Inclusive Model Education (CHIME) Institute, a nonprofit organization established in 1990, is a national leader in the development and implementation of a unique model of inclusive education. Inclusive education at CHIME Institute means that children who reflect the demographics of the surrounding region including children who develop typically, children with special needs and children who are gifted learn side by side. Whether you are an experienced professional or emerging talent, we are seeking innovative, passionate, and collaborative individuals to join our team. If you share our commitment to creating an inclusive learning community that appreciates and values diversity in all its forms, please apply to CHIME Institute today
Job Title: Teacher
Responsible to: School Site Administrator(s)
Responsible for: Paraprofessionals and Special Education Assistants as assigned
Status: Exempt; Full Time; Salary
Job Purpose
Teaches in inclusive, co-taught classrooms, for which appropriately credentialed and assigned.
Functions
Essential Functions
- Delivers quality instruction in accordance with the requirements of approved courses of study and at a rate and level commensurate with established expected student progress expectations, using instructional materials and resources authorized for such courses.
- Designs activities to engage students in cognitively challenging work aligned to standards.
- Co-teaches with teachers assigned to general or special education, sharing the responsibility of planning, instructing, and assessing students, as well as overall student success.
- Collaborates with peers (teachers, service providers, enrichment coordinators, etc.) to ensure all students have access to similar curricular experiences in each grade level and across content areas.
- Identifies, selects, and modifies instructional material and curriculum to meet the needs of students with varying backgrounds and learning styles.
- Closely monitors student learning in order to understand how students are progressing towards learning objectives and provides students with instructive and timely feedback that will move their learning forward.
- Delivers social-emotional learning (SEL) curriculum that promotes self-awareness, self-management, social-awareness, relationship building, and responsible decision making among students.
- Participates in various multidisciplinary teams, such as Student Success Team (SST), Positive Behavior Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), and Restorative Justice to identify necessary student support services (e.g. counseling, assessment, and interventions).
- Participates in Individualized Education Plan (IEP) meetings to present assessment results and progress reports of eligible students.
- Maintains accurate and timely student data in school-approved software systems (e.g. PowerSchool, Welligent, etc.).
- Uses school-approved behavior modification techniques to implement 504 plans, Social-Emotional Learning (SEL) programs, Positive Behavioral Interventions and Supports (PBIS) programs, and IEP goals.
- Communicates with families to create a partnership around student learning by providing information about the instructional program and the progress of their child(ren).
- Maintains a positive and safe learning environment that is inclusive and supportive, risk-taking is encouraged, students feel free to contribute their ideas, and staff-student interactions are respectful and polite.
- Conducts training for parents and school staff on academic learning strategies and practices.
- Trains, manages, and evaluates assigned Paraprofessionals and Special Education Assistants, providing continuous feedback and coordinating schedules to ensure continuity of student support.
- Assumes an “Additional Faculty Role”, such as 504 Coordinator, Enrichment Coordinator, PBS Coordinator, SST Coordinator, etc.
- Attends scheduled meetings (grade-level planning, TTM, professional development, faculty meetings, etc.).
- Serves as a mandated reporter and follows school policies and procedures for reporting student injuries and incidents (i.e. child abuse, substance abuse, sexual harassment, violence, etc.).
Other Functions
- Assists students with all aspects of toileting; changing, lifting on/off the toilet, changing tables or mats.
- Assists students with the use of mobility equipment such as leg braces, walkers, mobile standers, and tricycles.
- Lifts students in and out of holding or locomotive devices.
- Feeds students or helps students feed themselves, including but not limited to the use of feeding equipment.
- Administers first aid and provides basic nursing care to students, including but not limited to the use of airway suctioning equipment.
- Performs other duties as assigned.
Distinguishing Characteristics Among Related Classes
A teacher that holds a Single-Subject or Multiple-Subject Teaching Credential and assigned to the area of General Education is responsible for classroom operations, including but not limited to maintaining a learning environment that supports IEP goals and associated programs, prescribed by a teacher holding a Education Specialist Instruction Credential.
A teacher that holds an Education Specialist Instruction Credential and assigned to the area of Special Education is responsible for case management, including but not limited to prescribing and implementing programs designed to meet the individual identified needs of eligible students, in accordance with school policies and procedures, and IEP goals.
Qualifications
Education
An earned bachelor’s degree from an accredited college or university.
Experience
Three to five years of school-based teaching experience with students of varying needs, abilities, and backgrounds preferred.
Credential
A current and valid California teaching credential authorizing teaching service in the area of assignment and at the level of this job description, and English Learner Authorization.
Knowledge, Skills, and Abilities
- Knowledge of the fundamental principles and accepted practices, current trends, literature and research in the field of teaching.
- Knowledge and understanding of the Individuals with Disabilities in Education Act, school systems, and special education programs.
- Knowledge and skill in the use of a variety of service delivery models including direct push-in and the collaborative practices of consultation and co-teaching.
- Understanding of the physical, intellectual, social, and emotional growth patterns of students.
- Ability to counsel students effectively and conference with parents concerning their child’s school behavior and/or academic achievement.
- Ability to conduct and implement a cognitively challenging instructional program as appropriate to the assignment.
- Ability to differentiate instruction and guide universally designed lessons to meet diverse student learning needs.
- Ability to communicate effectively including giving clear concise instructions, using academic language, and appropriate level of delivery, and listening without bias and providing appropriate feedback/reinforcement.
- Ability to use a variety of modern methods, techniques, and practices in teaching including assistive technology.
- Ability to organize and prioritize responsibilities.
- Ability to maintain confidentiality of information pertaining to students and their families.
- Ability to observe and evaluate subordinate’s activities.
- Ability to work cooperatively and effectively with students, parents, and school staff, both individually and as a group.
- Ability to work effectively with all racial, ethnic, linguistic, special needs, and socio-economic groups.
- Ability to compose and comprehend written communication and communicate effectively with students, parents, and school staff, both individually and as a group.
- Ability to effectively utilize computer technologies and associated software.
Physical Requirements
- Continual speaking, hearing, seeing, walking, and standing (67% - 100% of shift);
- Frequent sitting, reaching, bending, squatting, twisting, kneeling, grasping, and typing (34% - 66% of shift);
- Occasional lifting, carrying, pushing, or pulling of weight up to 50 pounds (11%-33% of shift);
- Seldom running (1%-10% of shift).
Environment
This position will include indoor and outdoor work (classrooms, offices, cafeteria, eating area, common area, auditorium, playground(s), restroom(s), stairs if applicable, roof(s) and parking lot(s)) and/or shop environments including confined spaces with the following possible exposures: dust; wind; sun; insects; chemicals including hazardous chemicals, solvents and oil; fumes from chemicals and odors; grease; bloodborne pathogens and biohazardous waste; variances in temperature; variances in weather conditions (snow, rain, sleet, etc.); electrically and mechanically operated equipment with moving parts; noise which can range from quiet to loud; playground projectiles such as baseballs, footballs, basketballs, etc.; intervening physically to stop conflicts between angry or emotionally upset students; and, dealing with students, parents, employees and the general public who may exhibit unpredictable or anti-social behavior.
This class description is not a complete statement of essential functions, responsibilities, or requirements. Requirements are representative of the minimum level of knowledge, skill, and/or abilities. Management retains the discretion to add or change typical duties of the position at any time.
CHIME Institute is an Equal Opportunity Employer. The information in this job description is for compliance with the Americans with Disabilities Act (A.D.A.). Reasonable accommodations are made under A.D.A. as required by law.
Company DescriptionThe Community Honoring Inclusive Model Education (CHIME) Institute, a nonprofit organization established in 1990, is a national leader in the development and implementation of a unique model of inclusive education. Inclusive education at CHIME Institute means that children who reflect the demographics of the surrounding region including children who develop typically, children with special needs and children who are gifted learn side by side. Whether you are an experienced professional or emerging talent, we are seeking innovative, passionate, and collaborative individuals to join our team. If you share our commitment to creating an inclusive learning community that appreciates and values diversity in all its forms, please apply to CHIME Institute todayCompany DescriptionThe Community Honoring Inclusive Model Education (CHIME) Institute, a nonprofit organization established in 1990, is a national leader in the development and implementation of a unique model of inclusive education. Inclusive education at CHIME Institute means that children who reflect the demographics of the surrounding region including children who develop typically, children with special needs and children who are gifted learn side by side. Whether you are an experienced professional or emerging talent, we are seeking innovative, passionate, and collaborative individuals to join our team. If you share our commitment to creating an inclusive learning community that appreciates and values diversity in all its forms, please apply to CHIME Institute today