This position provides students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth; enable students to develop competencies and skills to function successfully in society.
Duties and Responsibilities
- Plans and coordinates programs in order to manage caseload and/or scheduling effectively.
- Implements the program consistent with guidelines, policies, and procedures in order to prepare, maintain, and update all active IEP’s on an annual basis.
- Plans instruction to achieve desired objectives by selecting appropriate student objectives for lessons consistent with division curriculum guidelines and/or student IEP’s, selecting appropriate learning activities for lessons, and developing lessons that are clear, logical, and sequential.
- Maintains accurate student/program records by organizing and implementing a data collection system, observing and recording student assessment in a systematic manner, maintaining and submitting an accurate up-to-date monthly Special Education Roster, maintaining accurate records of test administration and results, writing educational reports on students referred to eligibility and/or for triennial reviews in a timely manner, keeping a record of contacts with teachers and parents, as well as the nature of the communication, and preparing written diagnostic reports that are comprehensive and objective.
- Provides direct services/instruction which promotes student learning by effectively implementing a variety of learning activities and experiences consistent with instructional objectives.
- Provides opportunities for individual differences relative to established goals.
- Co-teaches with general education teachers by meeting on a regular basis to plan for instruction and providing modifications or alternative activities to meet the needs of students.
- Conducts individual/group student assessments in order to select and administer individual and group assessments based on the purpose of the assessment, in compliance with established criteria; follow established procedures and guidelines for referral and testing; use a variety of measures, both formal and informal, that are appropriate for evaluating various disorders and impairments according to acceptable standards and procedures, and obtain additional information from other sources as appropriate (i.e. teachers, family, social workers, and other members).
- Interprets and uses assessment information for decision making.
- Contributes to special education pre-referral and eligibility by assessing referred students for eligibility and triennial reviews, participating in child study and eligibility meetings, chairing and/or participating in appropriate IEP meetings, and conveying results and recommends interventions or further evaluation as appropriate.
- Demonstrates current, accurate, and comprehensive knowledge consistent with the profession.
- Selects and uses technology, materials, and resources compatible with needs by providing a variety of materials and media that support the IEP.
- Maintains effective communication and rapport with students.
- Consults/collaborates with school personnel.
- Consults/collaborates with parents by sharing professional literature with families, assisting in facilitating parent educational/information sessions, involving parents/guardians in the development of the Individual Educational Plans, and communicating regularly and effectively with parents about children’s progress.
- Participates in meaningful and continuous process of professional development.
- Facilitates the use of community resources.
- Maintains effective communication and collaboration with administrators, colleagues, parents and the community.
- Uses People-First Language.
- Models the WJCC Strategic Plan Values: Individualism, Integrity, Innovation, Accountability and Collaboration
- Performs other duties as assigned.
Minimum Qualifications (Knowledge, Skills and/or Abilities Required)
Must possess a Bachelor’s or Master’s degree in education or a related field. Must be eligible or possess Virginia Collegiate Professional License or Postgraduate Professional License with appropriate endorsement in Special Education. Must possess ability to communicate effectively verbally and in writing. Must possess the ability to establish and maintain effective working relationships with students, staff, families, and the community.
Supervises students in school; may supervise activities of teacher assistant, tutors, and volunteers.
Performs duties under the supervision of the building administrators; receives instruction and support from the district Supervisor of Special Education.
Working Conditions and Physical Requirements
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. Must have the ability to sit and stand for extended periods of time. Physical agility to lift up to 25 pounds; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead. Duties are normally performed in a school/classroom environment. Duties may be occasionally performed on field trips away from school. Meetings may be held before or after-school hours at times. The noise level in the work environment is usually moderate.