GENERAL DEFINITION AND CONDITIONS OF WORK

To ensure the effective specialized education and support in the appropriate subjects of the students with disabilities in the assigned classes in line with the schemes of work, objectives and policies of the relevant departments and with Culpeper County Public Schools

 

ESSENTIAL FUNCTIONS/TYPICAL TASKS

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Develop appropriate Individualized Education Plans (IEPs), including appropriate goals (and objectives, if needed) for students with disabilities assigned to caseload.
• Facilitate IEP meetings and implement other case management duties for students with disabilities assigned to caseload.
• Adhere to the principles of the Least Restrictive Environment when making IEP placement recommendations.
• Complete all of the necessary paperwork and other requirements of IDEA, the Regulations Governing Special Education Programs in Virginia, and the Culpeper County Public Schools’ (CCPS) Office of Special Education, including meeting timelines.
• Maintain accurate records of individual progress of students, including the timely reporting of IEP goal progress.
• Plan and organize individualized learning activities using Evidence-Based Practices approved by the Office of Special Education to achieve goals and objectives that address individual student needs related to disabilities.
• Deliver evidence-based instruction with fidelity.
• Maintain and be responsible for appropriate records and assessment reports within specified timelines.
• Shows orderly transition from one activity to another.
• Review and be familiar with all students’records, including evaluation and eligibility information, IEPs, Functional Behavior Assessments and Behavior Intervention Plans, as well as general records.
• Demonstrate ability to use various specialized instructional programs and techniques appropriate to meet the needs of the specific disability needs of the students to whom assigned.
• Maintain discipline in classroom conductive to learning.
• Facilitate and assist in the development of Functional Behavior Assessments and Behavior Intervention Plans for students whose behavior disrupts the learning of self and/or others.
• Implement Behavior Intervention Plans with fidelity.
• Participate in specialized training as needed to address the specific needs of the special education students in classroom, including Applied Behavior Analysis, Positive Behavior Intervention and Supports, Alternate Assessment, and assistive technology.
• Implement best practices for addressing students with challenging behavior, including the use of restraint only when absolutely necessary due to the likelihood of injury to a student or others.
• Effectively evaluate the progress of student learning, including the use of frequent progress monitoring.
• Make adequate provision for student’s health and safety.
• Furnish required reports within specified timelines with regard to scheduling and instructional activity as requested by the school administration and Office of Special Education.
• Demonstrate effective communication (both verbal and written) and collaboration skills with parents, general education teachers, and special education staff.
• Provide effective oversight and guidance for paraeducators who may be assigned to classroom to assist in providing instruction to and supervision of students with disabilities.
• Perform other duties and responsibilities as assigned by the Principal, Assistant Principal, Executive Director of Special Education, and Division Superintendent.

 

KNOWLEDGE, SKILLS AND ABILITIES

• Possess a positive attitude and sensitivity to the needs of fellow educators, school service personnel, students, parents and the community.
• Maintain emotional and physical stability through self-control, health, and stamina for effective job performance.
• Demonstrate responsibility, integrity, impartiality, objectivity, and tact in the performance of assigned responsibilities.
• Assume and perform responsibilities with enthusiasm, efficiency, and accuracy and according to schedule.
• Exhibit flexibility and adaptability to necessary change.
• Respect confidential information and the individual’s right to privacy.
• Communicate openly and effectively with students, parents, community patrons, staff and administration as a positive representative of Culpeper County School system.
• Maintain good working relationships with all employees and the public.
• Demonstrate effective communication skills through speaking and writing in a clear, distinct manner practicing standard English usage.
• The teacher serves as a role model, modeling professional, moral, and ethical standards as well as personal integrity in all interactions within the school and within the community.
• Demonstrate ability to deal effectively with students with challenging behavior and a willingness to work closely with Autism/Behavior Specialist, school psychologist, school social worker and other support staff when the specific needs of a student require an intensive team approach.

 

EDUCATION AND EXPERIENCE

• Possess or qualify for a professional license and appropriate endorsement as presented by the Virginia Department of Education.
• Be recommended by the Division Superintendent and approved by the School Board.

 

PHYSICAL DEMANDS/REQUIREMENTS

Duties performed typically in the central office and throughout the division.  Frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting of equipment weighing up to approximately 50 pounds may be required. Depending on the special education assignment, the special education teacher may be required assist students with self-care and hygiene.  The special education teacher may be assigned to work with students with challenging and aggressive behavior.   Other limited physical activities are required.  Travel to schools throughout the division and central office is required.  Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions.  Regular contact with staff members, administrators, and parents is required.  Frequent contact with parents by phone and in person is necessary.  Timely and regular attendance is an expectation of performance for all CCPS employees.   To ensure adequate staffing, positive employee morale, and to meet expected productivity standards throughout the organization, employees will be held accountable for adhering to their workplace schedule.   

 

EVALUATION

The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.