Educator for Special Needs Students

2 weeks ago


San Marcos, California, United States San Marcos USD Full time

About the Employer

Welcome to San Marcos Unified School District

The San Marcos Unified School District is a forward-thinking and cooperative community dedicated to providing an exceptional educational experience. Our goal is to challenge, inspire, and prepare all students to thrive in a supportive and engaging environment.

Job Overview / Key Responsibilities:

I. POSITION - Educator for Special Needs Students, Moderate/Severe

II. MINIMUM REQUIREMENTS
A. Credential
A valid California credential authorizing instruction for students with Moderate/Severe disabilities.
B. Education
Adequate to fulfill credential requirements
C. Experience
No prior experience necessary
D. Personal
Adhere to District standards

III. KNOWLEDGE AND SKILLS

Understanding of and ability to apply educational concepts, philosophies, and social principles relevant to the responsibilities outlined in this job description.


IV. DUTIES AND RESPONSIBILITIES
A. As a Learning Facilitator

The educator leads the program for and instructs students with learning disabilities in a classroom setting, focusing on fundamental learning and other subjects tailored to the emotional, physical, and intellectual needs of each student.

The educator also creates a conducive physical and psychological environment to promote acceptable behavior, attitudes, and social skills.
1. Instructional Planning
a.

Evaluates the needs of individual students and designs a suitable individualized instruction program based on school, home, and community contexts.

b. Delivers individualized or small group instruction in the least restrictive environment to students whose emotional and/or behavioral challenges have led to significant academic delays and severe developmental issues.
c. Instructional strategies must be grounded in a functional curriculum, employing behavioral methodologies for effective implementation.
2. Assessment of Teaching Outcomes
a. Maintains detailed anecdotal records, behavioral data, and instructional progress for each student, along with the learning challenges and remediation plans.
3. Instructional Strategies
a. Develops instructional materials suitable for a wide range of grade levels, from pre-kindergarten to grade twelve.
b. Identifies and implements motivational techniques to engage the interests and unique talents of gifted yet troubled students.
B. Professional Relationships
1. Teacher-Student
a. Provides ongoing supervision for students in the group, ready to address issues as they arise throughout the school.
2. Teacher-Staff
a. Collaborates with professional staff regarding each student's progress and frequently consults with psychologists and support personnel.
b. Aids other professionals in diagnosing learning challenges.
c. Coordinates with staff for the integration of students into mainstream classes when appropriate for their success.
d. Works closely with on-site administrators on issues related to educationally handicapped students.
e.

Secures necessary support for each child from other professional staff members, including psychologists and speech therapists.
3. Teacher-Parent
a. Regularly communicates with parents, providing updates on their child's progress and assisting them in understanding their child's challenges to best support their development.
4. Teacher-Community
a. Strives to inform District personnel, parents, and the community about the needs of students with severe disabilities.
C. Professional Conduct, Responsibilities, and Engagement
1. Commitment to Professional Development
a. Engages in ongoing study of current trends and research in educating students with severe emotional and/or neurological disorders.
b. Participates in professional development programs.
c. Stays informed about new instructional tools, materials, and methods that may enhance remedial instruction.
2. Flexibility
a. Collaborates effectively with District personnel as a team member.
V. Accountability
1. Reporting Structure
a. Reports to the Building Principal
B. Evaluation Process
1. Evaluated by the Building Principal with assistance from the Coordinator, Education Program Specialist / Special Education Administrator

Qualifications / Requirements

Valid California Education Specialist Credential Authorizing service in a Moderate/Severe or Extensive Support Needs Authorization
Essential

If you do not currently hold a valid credential or English Learner authorization, please attach a letter to the credential section of your application that includes your current University and expected graduation date.


English Learner Authorization (BCLAD, BASP, ELA1, ELAS, all accepted)
Essential

If you do not currently possess a full English Learner Authorization, we can provide coverage under an Emergency CLAD Permit if offered a position with the District.


Autism Authorization
Essential

Cover Letter

Resume

Three Letters of Recommendation

(required documents must be submitted with your online application prior to the closing date)

Additional Information

Number of Work Days: 184

Hours Per Day: 7.5

*THE DISTRICT NOW ACCEPTS UP TO 10 YEARS OF PRIOR SERVICE.

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