Job Title:  Special Education Teacher (RESET)                     

Wage/Hour Status: Exempt

Reports to:  Elementary Principal                                                                    

Pay Grade:  Teacher Pay Scale                                                               

Date Revised:  03/08/2024

Annual Work Days Scheduled:  182                                                                                       

Primary Purpose:

Reaching Excellence through  Social Emotional Teaching (RESET) is designed to be a preventative continuum of support for students with social, emotional and behavior needs within inclusive and/or special education settings. The RESET teacher collaborates with general education teachers, administrators, and the special education inclusive practices team to ensure a balance of academic, behavior, and social emotional learning support as applicable to student needs. The goal is to provide services that enable students to remain in the least restrictive environment.

Qualifications:

Education/Certification:

• Bachelor’s degree from accredited university
• Appropriate Texas teaching certificate (e.g. Special Education EC-12 and appropriate generalist / core certificate, as well as ESL certificate if applicable)

Special Knowledge/Skills:

• Knowledge of how to adapt curriculum and instruction for special needs
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills
• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Effective communication skills

Experience:

• Student teaching, approved internship, or related work experience

Major Responsibilities and Duties:

Instructional, Social, Emotional and Behavior Development

1. Prepare documents and attend ARD/IEP meetings for students eligible for special education services.
2. Complete all district, state and federal paperwork required under IDEA, within the district's timeline.
3. Implement an instructional program for eligible students to achieve mastery of the essential knowledge and skills.
4. Collaborate with campus staff, related service providers and district special education administrative staff to provide an appropriate education for eligible students.
5. Communicate with campus staff, district special education staff and parents/guardians information pertaining to student’s ARD paperwork, IEP’s and general progress.
6. Develop PLAAFP and annual goals/objectives as indicated on student’s IEP.
7. Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned.
8. Retain all appropriate documentation regarding skills development and progress reporting. Complete state assessment for eligible students.
9. Help manage the behavior of assigned students. This includes intervening in crisis situations and restraining disruptive or dangerous student behavior as needed.
10. Assume responsibility for learning and adapting to each student’s special medical, physical, communicative, and emotional needs.
11. Work with assigned students or small groups to develop social, emotional, and behavioral skills
12. Provide direct behavioral services to students within general education settings, and indirect support to staff working with students through coaching and training.
13. Design and implement social skills instruction for students.
14. Design and implement behavior intervention plans. Provide training to staff to ensure appropriate implementation.
15. Supervise and train paraprofessionals to provide support according to students’ IEPs.
16. Design, implement, and train staff on data collection systems.
17. Implement service recommendations from district specialists.
18. Complete all case management duties according to district procedures.

Student Growth and Development

19. Conduct ongoing assessment of student achievement through formal and informal testing.
20. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal.
21. Be a positive role model for students; support the mission of the school district.
22. Provide or supervise personal care, medical care, and feeding of students as stated in IEP.

Classroom Management and Organization

23. Create classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students.
24. Manage student behavior in accordance with Student Code of Conduct and student handbook.
25. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
26. Assist in selecting books, equipment, and other instructional materials.
27. Compile, maintain, and file all reports, records, and other documents required.
28. Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion.
29. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Communication

30. Communicate regularly with parents/guardians regarding student’s progress and needs/concerns.

Professional Growth and Development

31. Participate in staff development activities to improve job-related skills, and attend workshops/meetings as needed.
32. Comply with state, district, and school regulations and policies for classroom teachers.
33. Attend and participate in faculty meetings and serve on staff committees as required.
34. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.

Supervisory Responsibilities:

Oversee the responsibilities of the paraprofessionals within the RESET Program.

General Employee Requirements:

• Quality of Work – complete assignments meeting quality standards, to include accuracy, neatness, thoroughness and adherence to standards and safety rules.
• Quantity of Work – demonstrate the ability to manage several responsibilities simultaneously, perform work in a productive and timely manner, and meet work schedules.
• Work Habits – display a positive, cooperative attitude toward work assignments, working diligently to accomplish tasks assigned.
• Communication – communicate in a positive manner with others, to include listening and responding appropriately, expressing ideas orally and in writing in a manner that helps build a positive climate for the organization.
• Dependability – adhere to time frames, monitor projects and exercise follow-through, be on time for meetings and appointments, and respond appropriately to instructions and procedures.
• Cooperation – work well with co-workers and supervisors as a contributing team member, demonstrate consideration of and maintain rapport with others, and help others willingly.
• Initiative – seek and assume greater responsibility, monitor projects independently as required, and follow through appropriately.
• Adaptability – adjust well to any change in duties, procedures, supervisors or work environment, accept new ideas and approaches to work, and respond appropriately to constructive criticism and suggestions for work improvement.
• Judgment – effectively analyze problems, determine appropriate action for solutions, and use logical thinking to exhibit timely and decisive action.                                     
• Attendance – attend work on a consistent basis, taking care to consider the use and number of absences in accordance with policy so that the organization is not negatively impacted.
• Punctuality – arrive to work and depart from work according to department and district requirements.

Working Conditions:

Tools/Equipment Used: Personal computer and peripherals; and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non ambulatory students, and lift and move adaptive and other classroom equipment

Environment: Exposure to biological hazards

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

*Applicants for all positions are considered without regard to race, color, sex (including pregnancy, sexual orientation, or gender identity), national origin, religion, age, disability, genetic information, veteran or military status, or any other legally protected status. Additionally, the district does not discriminate against an applicant who acts to oppose such discrimination or participates in the investigation of a complaint related to a discriminating employment practice.

In accordance with Title IX, the district does not discriminate on the basis of sex and is required not to discriminate on the basis of sex in its educational programs or activities. The requirement not to discriminate extends to employment. Inquiries about the application of Title IX may be referred to the district’s Title IX coordinator, to the Assistant Secretary for Civil Rights of the Department of Education, or both.