1.0 FTE Learning Specialist

Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

JOB DEFINITION:

Under general supervision, the Learning Specialist serves as a teacher and case manager for students with special education needs who have an IEP. The Learning Specialist serves students with mild, moderate, and severe disabilities. The Learning Specialist works with a team of other Learning Specialist and educational assistants and serves students in a variety of settings from most restrictive to the least restrictive environment.

For students with mild/moderate disabilities, the Learning Specialist develops and implements program designed to provide a less restrictive alternative to the segregated special classroom. The Learning Specialist provides students with direct remedial instruction in academic subjects, cognitive processing, and appropriate social skills. In addition to these specific individualized programs, the Learning Specialist may push into the general education classroom and assist teachers with accommodations and/or modifications of curricula and the development of behavior management programs.

For student with severe disabilities, the Learning Specialist designs programs that provide for maximum teacher-student interaction in a highly structured environment. The program offers a variety of learning experiences which will help students gain the skills necessary for semi-independent or independent adult living, such as academics, communication skills, daily living skills, social skills and pre-vocational skills. Students who are enrolled in this program have an opportunity to apply the skills learned to real life situations in the community and on the job. Teachers, parents, and other specialists work cooperatively to prepare students for their transition to community living.

The Learning Specialist works under the supervision of the building principal and administrator in charge of the District's Student Services.

NATURE AND SCOPE OF WORK:

ESSENTIAL JOB FUNCTIONS:

• Performs case management responsibilities, meets district, state and federal requirements, including displaying knowledge of procedures, policies and regulations related to special education, follows corrective procedures, maintains proper and sufficient documentation, completes specialized student assessments and evaluations, confidentiality is a top priority for the person in this position.
• Develops an Individual Education Program (IEP) in all areas of need as indicated by assessments and IEP team input.
• Establish and facilitate meetings and discussions, including Identifies situations requiring group discussions, organizes and facilitates effective meetings, involving all participants, follows up and monitors any intended actions and outcomes.
• Communicate, collaborate, and coordinate with outside agencies, including Plans for post-secondary transition and outcomes, works cooperatively with IEP team to prepare students for a transition to community living, provides informed and student directed opportunities in both school and community setting for vocational training.
• Provides an individual learning program, which emphasizes development of language, social behavior, personal adequacy, physical fitness, health, and academic skills so competency in these areas can be attained.
• Participates in school, district, and agency meetings.
• Trains and coaches' educational assistants, including; Creates their schedules, provides lesson plans for small group instruction and instructional guidance for general education setting, coaches and models systems and strategies to support students, provides data collection system for IEP progress monitoring, adjusts schedules to accommodate student needs, schedules ongoing meetings and trainings for EA's, this may include coordinating with specialists. In addition, supervises safety, self-care, health care/delegated nursing procedures, personal hygiene care and mobility assistance services which can include lifting, restraining, feeding (spoon, gastronomy), and toileting/diapering supporting. Implements delegated occupational/physical therapy procedures.
• Collaborate with General Education Teachers, including Communicate and collaborate consistently with teachers about individual student needs, articulate how the disability affects involvement and progress in general education curriculum, accommodations, modifications, supports to school personnel, all student's will have access to general education opportunities, invite and articulate participation requirements at IEP meetings
• Fulfills other duties as assigned.
• Fulfills performance standards identified in the evaluation process as required by the position.
• Fulfills working conditions and physical effort listed below.

WORKING CONDITIONS:

The employee works with individual or groups of students who will have a disability under the IDEA disability categories. Student may be physically and cognitively impaired, social, emotional and behavioral needs. Responsibilities require the employee to be able to stand for up to 45 consecutive minutes and move rapidly to intervene in situations where a student's safety is of concern. The supervision may also occur during times of inclement weather in outside community settings including swimming pools. The employee is required to frequently lift those students who are physically disabled or unable or unwilling to assist in toileting or other activities. The lifting requirements may weigh up to 50 pounds. This employee may be required to assist students ages 5-21 in the removal of soiled clothing and assist in toileting and cleaning.

KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge:

Current concepts, methods and procedures for curriculum development and implementation.

Laws, rules, policies, and trends regarding instruction.

Techniques in evaluation and assessment of learning and human development.

Behavior management and communication techniques.

Understand differentiated instruction, this may include modified expectations, course content, extended instruction, adapted levels of curriculum, behavior intervention strategies and technology use.

Current technology, instructional knowledge and equipment used in the workplace, as required by the position.

Skills and Abilities:

Possess the physical ability to regularly attend work and fulfill the essential functions of the position, with or without reasonable accommodation.

Maintain a good working relationship with special programs and school personnel and to work effectively as a team member. Works well with others from diverse backgrounds. Focuses on solving conflicts; maintains confidentiality, listens to others; remains open to others' ideas and contributes to building a positive team environment.

• Demonstrates an ability to successfully work with students and public.
• Learn the operation of current technology, and other equipment used in the work, as required by the position.
• Adhere to the federal requirements of a drug-free workplace.
• Perform the duties as required by the Teachers Standards and Practices Commission (OAR to 035).
• Ability to read fluently; communicate, understand, and carry out verbal and written instructions. Demonstrate basic mathematical functions.
• Accurately record and convey information, materials and money, as required by the position.
• Communicate clearly and appropriately in speech and in writing in accordance with educational standards.
• Other certifications/trainings as required to execute the essential functions and duties and responsibilities for these positions (ie: bodily fluids, blood sugar testing, bee stings, dispensing of prescription medication)
• Obtain or possess a valid Oregon driver's license and maintain an insurable status for automobile and liability coverage, as required by the position.
• Complete all required special education forms and processes within specific timelines.

EDUCATION AND EXPERIENCE:

Holds a Bachelor's or Master's Degree

Background and experience with students with disabilities.

CERTIFICATION AND LICENSING:

Valid Oregon teaching license with special education endorsement in the designated assignment. Dual or multiple endorsements or designated as high qualified for core academic areas.

This job description is not intended to be and should not be construed as an all-inclusive list of responsibility, skill, or working conditions associated with the position. While it is intended to accurately reflect the positions activities and requirements, the District reserves the right to modify, and or remove duties and assign duties as necessary that still reflect the essential functions of this job (or the position itself) at any time as it deems advisable.

Please Provide:

Resume

Cover Letter

3 Letters of Recommendation

Transcripts

License

INTERNAL CERTIFIED APPLICATION REQUIREMENTS:

Resume

Cover Letter

1 Letter of Recommendation

External applicants are required to provide three letters of recommendation with their application materials. If you would like to include more than the one required letter of recommendation, you may do so.