Temporary Special Education Resource Classroom Teacher to begin March 1st

This position is open until filled

Medford SD 549C Job Description

Our Mission: ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful

Job Title:                      Special Education Classroom Teacher

Classification:              Certified

Supervisor:                  Principal

FLSA Status:                Exempt

Days:                           192

Summary: Under the direction of the Building Principal and Director of Special Education, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; Evaluates and assesses student progress against instructional objectives; follows State and Federal requirements and functions as a case manager to assigned students. The Special Education Teacher may be required to work before or after the contractual year and will be compensated at the per diem rate.

Essential Duties and Responsibilities:

Primary Role 

• Develops and implements annual Individualized Educational Program (IEP) plans for students, provides ongoing or follow-up assessments, and continually tracks progress and makes modifications as necessary.
• Coordinates the delivery of special education services in each student's IEP.
• Develops, completes, and maintains all paperwork mandated by local, state, and federal guidelines, laws, and regulations.
• Maintains knowledge of special education teaching methods, research, and best practices through professional development and study.
• Provides direction, supervision, and evaluation of educational assistants as directed.
• Collaborates and consults with educational professionals and community service providers (i.e., social services, public health, medical providers, etc.)  regarding the needs of students.
• Provides consultation to classroom teachers regarding classroom adaptions, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities. 
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures.
• Participates on school-level teams and provides input on Tier 3 interventions.

Professional Preparedness and Growth

• Instruction reflects a well-planned and effective methodology.
• Develop and implement instructional practices and strategies that include multiple assessment methods, support students in meeting rigorous learning goals, and engage and encourage learners to develop a deep understanding of content areas.
• Meet district, state, and federal timelines and legal requirements. Maintain student records and confidentiality.
• Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional, and physical areas, as the diversity of cultures and communities; implement and ensure a developmentally appropriate, challenging, and high-standards learning environment.
• Make objective, non-emotional, well-informed decisions regarding the welfare of students.
• Instruction reflects adequate and current knowledge of essential skills, literacy promotion, and technology.
• Improves professional skills through in-service workshops, district meetings, continuing education, etc.
• Goal setting and cooperative planning with the supervisor. 

Principles of Teaching and Learning

• Shows respect, consideration, and fairness to students varying learning levels.
• Meets the needs of students with unique interests, abilities, and learning challenges.
• Gives students personal help and positive reinforcement.
• Challenges students to think and express their thoughts through engaging lessons and activities.
• Helps students set achievement expectations and evaluate their progress.
• Establish and communicate clear objectives for all learning activities.
• Provide a variety of learning materials and resources for use in educational activities.
• Makes it clear to the students what they are learning and why.

Multi-Ethnic/Multi-Cultural Education

• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age, or national origin.

Evaluation

• Closely monitors the progress of students.  
• Uses tests and/or other evaluative information in planning instructional units and after instruction to determine if goals have been met.
• Update and maintain accurate and complete student progress and development records as required by the school, district, state, and federal policies, regulations, and laws.
• Consults the principal, specialist, other teachers in the school, and students in evaluating their plans, methods, and results.
• Uses instruments and methods that effectively measure the students' attainment of learning goals.
• Makes clear to students how to achieve success. 
• Communicate professionally with parents/guardians, colleagues, and students regarding student achievement behavior. 

Classroom Management

• Develop and implement effective classroom management strategies, providing a safe, secure, and respectful learning environment; positively communicate student behavior expectations; convey reminders, rules, and expectations with consistency and equity while recognizing the unique qualities and characteristics of the individual. 

Communication Skills

• Regularly communicates with parents, students, colleagues, and supervisors in writing and verbally in a professionally appropriate manner.
• Keep parents, teachers, and administrators informed of the progress and program of each student.  
• Actively listens to concerns, problems, or issues and formulates a professionally appropriate response aligned with the Medford School District's core values.
• Encourages and builds strong school-to-home and community partnerships to better serve all students' needs in the Medford School District.
• Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher cannot respond entirely or to something complex.

Organizational Responsibilities

• Maintains accurate records and documentation as required by law in the confidential file of each student. 
• Coordinates and collaborates with regular teachers and other professional staff- in developing and implementing individualized educational programs. 
• Schedules and conducts meetings to develop individualized educational programs with all team members at a mutually agreeable time.
• Observe the correct timelines and sequences required by the Individuals with Educational Disabilities Act, PL 101-746. 
• Collects data and submits reports as required for assigned students. 
• Provides complete data to the school and district administration as requested for management purposes.
• Cooperates with and supports faculty members.
• Observes the spirit and intent of the rules and regulations of the school and school system.
• Assumes necessary non-instructional responsibilities.
• Encourages parent participation in school programs and activities.
• Shares the responsibilities with all other employees for promoting the educational goals and developing public acceptance of the school system.

Marginal Duties and Responsibilities:

• Sets up room for various activities and cleans up after activities' completion.
• Answers telephones, answer questions, or takes messages and forwards them to the appropriate person(s).
• Assists with school-wide events.
• Assists with in-home visits.
• Other related duties as assigned.

Supervisory Responsibilities:

All Medford School District employees supervise students and maintain a safe environment.

Qualifications: An individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

Education and/or Experience: Must be eligible for or adequately licensed by the Teacher Standards and Practices Commission for assignment as a special education teacher. Experience varies depending on the assignment. Must be familiar with state/federal/local laws regarding Special Education.

Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

Language Skills: Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one-on-one, small, and large group situations to students and other school staff. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.

Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply basic concepts of algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.

Reasoning: Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software, and word processing software. 

Certificates, Licenses, Registrations: Hold current Oregon Teaching Certificate with proper endorsement(s) in the assigned subject matter and grade level.

Physical Demands: The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions. 

• Stamina for 8 hours of student instruction and supervision.
• Use of hands for repetitive motions, such as writing and typing.
• Standing/Walking: 3-6 hours/day and sitting 2-4 hours/day.
• Occasional bending, kneeling, squatting, climbing of stairs or ladders.
• Lifting/carrying: Up to 40 lbs.
• Occasional physical interaction with students, as provided by law, and to ensure the physical safety of the student and/or others.
• Close vision (clear vision at 20 inches or less).
• Distance vision (clear vision at 20 feet or more).
• Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
• Speak clearly enough to be able to be understood by others.
• Identifying and understanding the speech of another person.
• Emotional stability to work effectively under pressure and control all aspects of the job. 

Work Environment: The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

The noise level in the work environment is usually low to moderate. Employees may be exposed to blood-borne pathogens and temperature fluctuations, fumes, odors, and dust.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.