JOB TITLE: Special Education Teacher
SALARY: According to placement on current salary schedule
TERMS OF EMPLOYMENT: Contracted number of days annually or as otherwise determined by
the Board of Education
EVALUATION: Performance of this job will be evaluated in accordance with established guidelines or procedures and the provisions of the Board of Education policy on Evaluation of Licensed Personnel
REPORTS TO: Principal (unless otherwise specified)
SUPERVISORY RESPONSIBILITIES: None
- Bachelor’s degree from an accredited institution of higher education
- Student teaching or an alternative student teaching program equivalent
- Colorado Teaching License with endorsement in Special Education
- CPR, First Aid, and CPI, as required by position
- District Vehicle Training Certification, as required by position
- Demonstrates effective organizational, problem solving, and conflict resolution skills
- Demonstrates punctuality and good attendance
- Complies with all safety policies, practices, and procedures, including proper use of equipment
- Reports all unsafe conditions/activities to supervisor, Human Resources, or Risk Management
- Demonstrates aptitude and interest for the work to be performed
- Follows appropriate District policies, procedures, and directives
- Meets deadlines
- Demonstrates confidentiality as related to job
- Develops and maintains professional working relations with students, parents, employees, and patrons of the District
- Continual compliance with regulations, rules, and statutes related to Colorado State Board of Education Rules and Regulations, Colorado Department of Education, Colorado State and Federal Law, and IDEA
JOB SKILLS and ABILITIES:
- Demonstrates the ability to align instructional expectations with adopted content learning standards
- Demonstrates the ability to teach in a manner that addresses individual student needs and enables the student to improve his or her performance
- Demonstrates proficiency in measuring and monitoring each student’s progress toward achieving content learning standards
- Demonstrates the ability to assess and analyze student performance to improve learning
- Demonstrates the ability to modify instructional practices and methods when necessary to promote student progress
- Demonstrates the ability to engage parents as learning partners to promote student learning
- Demonstrates the ability to integrate technology to support instruction
- Demonstrates content area knowledge
- Meets and instructs assigned classes in the locations and at the times designated
- Implements, by instruction and action, the District’s philosophy of education and instructional goals and objectives
- Attends and participates in faculty meetings and curricular meetings as required
- Assists in the selection of books, equipment, and other instructional materials
- Plans for and directs the work of educational assistant(s) and/or volunteer(s) as assigned
- Effectively models and reinforces positive learning skills and work habits and also encourages students to seek more knowledge
- Incorporates effective use of the Teaching & Learning Cycle 2.0 (TLC)
- Provides Individualized Education Plan (IEP) services as written in the child’s IEP
- Writes IEP’s that are designed to address the individual strengths and needs of the child and maintain those IEP records according to timelines in the IEP system
- Monitors students’ IEP goals twice per month to track student progress
- Designs instruction that is tailored to the students’ areas of need
- Attends IEP meetings and fosters collaboration between parents and the school regarding services for their child
- Works collaboratively with general education staff and other IEP service providers to coordinate instruction, accommodations, modifications, and services for students
- Maintains appropriate, complete records/information and adheres to timelines on students
- Keeps state reporting systems updated as required by the District or state and federal regulations
- Provides crisis intervention, as necessary, for students on caseload
- Assesses students for Special Education eligibility and Special Education services
- Participates, as appropriate, as a member of the Response to Intervention Team
- Serves on committees, performs supervision duties, and assists with extra-curricular activities as assigned
- Serves as case manager of students on assigned caseload and coordinates and tracks services provided to students
- Demonstrates the ability to communicate effectively, collaborate with co-workers, and interact with colleagues in a professional manner
- Demonstrates a positive attitude towards change
- Performs such other tasks as may, from time to time, be assigned
COLORADO DEPARTMENT OF EDUCATION QUALITY STANDARDS AND ELEMENTS FOR COLORADO TEACHERS
The following quality standards and elements reflect the knowledge and skills required of a teacher in his or her assigned area.
Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of instruction; and the individual needs of their students.
Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking, and listening.
Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.
Element d: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices, and specialized character of the disciplines being taught.
Element e: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
Element f: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
Quality Standard ll: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Element a: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.
Element b: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.
Element c: Teachers engage students as individuals with unique interests and strengths.
Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of ability levels.
Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
Element f: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Element a: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.
Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.
Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.
Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
Element e: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.
Element f: Teachers provide students with opportunities to work in teams and develop leadership qualities.
Element g: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
Element h: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
Quality Standard IV: Teachers reflect on their practice.
Element a: Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.
Element b: Teachers link professional growth to their professional goals.
Element c: Teachers are able to respond to a complex, dynamic environment.
Quality Standard V: Teachers demonstrate leadership.
Element a: Teachers demonstrate leadership in their schools.
Element b: Teachers contribute knowledge and skills to educational practices and the teaching profession.
Element c: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
Element d: Teachers demonstrate high ethical standards.
Quality Standard VI: Teachers take responsibility for student academic growth.
Element a: Teachers demonstrate high levels of student learning, growth, and academic achievement.
Element b: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attainments of student academic growth.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Certain positions within the District may impose additional physical demands. While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, and feel; reach with hands and arms; taste and smell; and talk and hear. The employee may also need to stoop, kneel, crouch, and crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally lift up to 50 pounds with assistance. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. The employee is frequently required to exert average or above average physical activities in the Center Based Special Education programs.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee is occasionally exposed to inclement weather conditions. The noise level in the work environment is usually moderate, but occasionally loud.
Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions pursuant to applicable law.
This is a temporary administrative guide, subject to change.