Special Education Teacher P-3
- New Jersey Teaching Certificate required.
- Successful teaching experience at the elementary school level (minimum 4 years).
- Meets the highly qualified requirements as a special education teacher.
- Strong interpersonal and communication skills.
- Successful in creating collaborative relationships or coalitions.
- Excellent written and verbal communication skills.
- Commitment to school design and philosophy.
- Required criminal history background check, proof of U.S. citizenship or legal resident status & NJ residency.
REPORTS TO: Principal
Job Goal: To provide educational services to P-3 students identified with disabilities that is adaptable to each child’s needs, interests, and level of development.
- Planning and Preparation The special education teacher understands the philosophical, historical, and legal foundations of special education. Additionally, teacher understands how students differ in their approaches to learning; creates instructional opportunities that are adapted to diverse learners; understands instructional planning; and designs instruction based on knowledge of the discipline, student, community, and curriculum goals; of all students ages three through twenty-one. In planning and preparation, the teacher demonstrates knowledge of content, students, instructional outcomes, resources, instructional practice, and designing assessments.
- Develops short and long-range plans consistent with curriculum goals, learners’ diversity, and learning theory.
- Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range.
- Understands issues in definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds.
- Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
- Understands the Common Core Standards and prepares effective instructional strategies and resources for teaching the scope and sequence in the academic, social, and vocational curricular domains in the general curriculum.
- Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (i.e. domestic, recreation/leisure, vocational, and community).
- Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student’s individual needs.
- Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student's individual needs.
- Plans and prepares for IEP and parent meetings.
- Uses an understanding of individual, group motivation and behavior to create a learning environment that encourages positive social interaction, respect and rapport. This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and student behavior.
TERMS OF EMPLOYMENT
Ten-month employee. Salary to be recommended by Executive Director and approved by board.
Performance of this job will be evaluated annually in accordance with the board’s policy on evaluation.