Special Education Teacher - Mild/Moderate (Hoover High School)

SPECIAL EDUCATION TEACHER - MILD/MODERATE
 

DESCRIPTION
Under the direction of the school administrator and/or Special Education Department administrator, provide an instructional program in accordance with the requirements of the approved District curriculum at a rate and level as prescribed by student goals and expectations.

QUALIFICATIONS
Education
An earned bachelor's degree from a regionally accredited college or university.
Credential

1. Credential Required: Applicants must hold a valid California Educational Specialist Credential (mild/moderate)
2. English Learner Authorization: Applicants must also hold a valid English Learner Authorization such as a CLAD, ELA1, ELAM, ELAS, ELAE, or similar authorization for designated English Language Development instruction or integrated instruction to English Learners.

ESSENTIAL FUNCTIONS  

1. Serves as a teacher in the following areas of specialization that include Mild/Moderate Disabilities and Early Childhood Special Education, providing instructional programs in accordance with District approved curriculum, at a rate and level as prescribed by student expectations, and goals and objectives as established by a student's Individualized Education Plan (IEP).
2. Develops lesson plans that engage students in cognitively challenging work aligned to standards and IEP goals.
3. Utilizes data about individual students' progress, strengths, and needs in planning.
4. Identifies, selects, and modifies instructional resources to meet the needs of students from diverse backgrounds.
5. Evaluates student learning to determine progress, keeps appropriate records, and prepares progress reports.
6. Serving as a case manager for a group of students, initiates or participates in IEP meetings with administrators, faculty, parents, and others to create IEPs for eligible students.  Uses our IEP information system to complete IEP documents and ensure all portions of the document are appropriate to the student.  Ensures that other members of the team complete their sections.
7. Utilizes District approved behavior strategies to implement the IEP goals and monitors student progress toward the achievement of those goals.
8. As the situation warrants, lifts, maneuvers, and positions students into and out of assistive and/or ambulatory devices to meet the requirements of the IEP.
9. As warranted, ensures that students' basic needs are met, including feeding, cleaning, toileting, and diapering to meet the requirements of the IEP.
10. Creates and maintains the IEP records and other related documents for students served, referred, or assessed.
11. Provides differentiated instruction to modify and accommodate English Learners.
12. Actively plans with colleagues and collaborates effectively with all stakeholders.
13. Creates a safe and supportive learning environment where students are encouraged to participate and share ideas.
14. Models respectful and polite interactions with all students.
15. Demonstrates the use of a fair, firm, and consistent classroom management system.
16. Provides clear behavior expectations for students and monitor student behavior throughout the school campus.
17. Provides ongoing communication with parents/guardians to create a partnership around student learning by providing information about the instructional program and the progress of their child/children
18. Maintains professional competence through staff development activities provided by the District and self-selected professional growth activities.
19. Takes necessary and reasonable precautions to protect students, equipment, and materials.
20. Reflects on practice and student progress to inform future instructional strategies.
21. During periods of critical personnel shortage or other emergency situations, shall temporarily perform any duties, as directed, within the authorization of credential/s held.

KNOWLEDGE, ABILITIES, AND PERSONAL CHARACTERISTICS

1. Knowledge of the developmental needs of students, and the fundamental principles and accepted practices, trends, literature, and research in special education, including an understanding of appropriate behavior management strategies.
2. Knowledge of and ability to implement a cognitively challenging instructional program to assigned students.
3. Ability to differentiate instruction to meet the learning needs of all students.
4. Ability to plan, organize, prioritize, and manage time.
5. Knowledge of effective teaching strategies and classroom management.
6. Maintains a positive attitude towards students, learning, and teaching.
7. If appropriate, knowledge of effective methods for safely maneuvering, lifting, and/or transporting disabled or injured students.
8. If appropriate, ability to safely lift, maneuver, and position students, with or without aid, when feeding, mobilizing, cleaning, and/or toileting.
9. Ability to properly use and manipulate equipment designed to support and/or transport a disabled or injured student
10. Ability to observe and evaluate student activities.
11. Ability to cope with multiple tasks.
12. If necessary, ability to travel to other sites/locations.
13. Knowledge of, and ability to use, computer-based programs.
14. Ability to communicate effectively by providing clear, concise instruction using academic language.
15. Ability to listen without bias and provide appropriate feedback.
16. Ability to demonstrate proficiency in written and oral English.
17. Knowledge of methods for effective collaboration and the ability to work collaboratively with all stakeholders.
18. Ability to work effectively with all racial, ethnic, linguistic, economic and disability groups.
19. Demonstrate understanding, patience and approachability toward students, parents and colleagues.

SUPERVISION
Under the Supervision of the Site Administrator/Designee or Special Education Department Administrator/Designee

WORK YEAR
186 days

SALARY SCHEDULE
Per the Collective Bargaining Agreement between the Glendale Unified School District and the Glendale Teachers Association, this position aligns with salary schedule A or B, depending on the credential type, verifiable years of prior service, and educational history verified through an official transcript from an accredited university or college.