ESSENTIAL FUNCTIONS/TYPICAL TASKS 

The minimum performance expectations include, but are not limited to, the following functions/tasks: 

• Plan, organize, and implement appropriate lessons involving performance-based activities
• Plan and implement appropriate instruction in the areas of motor skills, language, self-help skills, personal independence skills, community-participation/independence skills, and social development.
• Collaborate with school staff, families, related service providers, and community agencies
• Instruct and assist with physical and personal needs of students with various disabilities which may include:
• Providing physical assistance to students for mobility.
• Lifting and/or transferring students.
• Assisting students with bathroom needs, including changing.
• Feeding and/or assisting students with eating.

• Meets and instructs the students(s) in the locations and at the time designated;
• Develops and maintains the physical environment of the classroom that is conducive to effective learning within the limits of resources provided by the system;
• Prepares for classes assigned and shows evidence of preparation upon request of the immediate supervisor;
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
• Maintains and upholds school and county policies and procedures;
• Maintains records as required by law, system policy, and administrative regulations;
• Assists in upholding and enforcing school rules and administrative regulations.
• Makes provision for being available to students and parents for education-related purposes within contractual commitments;
• Attends and participates in faculty and department meetings;
• Cooperates with other members of the staff in planning instructional goals, objectives, and methods;
• Assists in the selection of books, equipment, and other instructional materials;
• Works to establish and maintain open lines of communication with students, parents, and colleagues concerning the educational progress of all students;
• Establishes and maintains cooperative professional relations with others;
• Performs related duties as assigned by the administration in accordance with the school/system policies and practices.
• Must be willing to participate in both division-wide trainings and trainings specific to the assigned position

KNOWEDGE, SKILLS, AND ABILITIES

• Experience working with students with moderate to severe disabilities, including physical disabilities, autism and cognitive disabilities.
• Experience with or knowledge of "community-based" education activities
• A strong knowledge of IEP development and decision-making skills are significant to the job.
• Candidate must be knowledgeable of best practice in special education for students K-12 and have excellent organization and planning skills.
• Knowledge of special education laws and regulations is required.
• Candidate must be able to demonstrate the ability to function effectively as a team member, working together with the Pupil Personnel Staff, community agencies, home schools, private schools, separate day schools, and residential facilities.

 

EDUCATION AND EXPERIENCE

Candidate must be a graduate of an accredited college or university and must hold or be eligible for a Professional Teaching License in Virginia with an endorsement in Special Education K-12 and applicable subject area. Candidate must have successful experience in public education as a special education teacher. Preferred to have  Special Ed. - Adapted Curriculum K-12 endorsement

 

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS:
Duties performed typically in school settings to include: classroom; gym, cafeteria; auditorium; and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Regular Instruction to special needs children may be necessary. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone and in person is necessary.

 

EVALUATION:
Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.