Special Education Teacher (Functional Learning Classroom)

Meridian School Job Description

Founded in 2011, Meridian School is a public, tuition-free charter school open to all students living in Williamson County. As a charter school, we are a school of choice, offering an inquiry-based curriculum and continuum for the International Baccalaureate Program K-12. Our mission is to provide an invigorating, educational environment that develops responsible citizens who can artfully navigate our complex world and enjoy a good life with others. Meridian has been recognized by the US News & World Report and others as one of the best schools in Texas.

Job Description

Provide 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

The Life Skills Program (LSP) provides instruction within a public school setting to students in grades 6th-12th grade identified with significant cognitive and/or pervasive developmental disabilities. The needs of these students require a functional curriculum focused on the acquisition of daily living and vocational skills leading to a successful transition to adult life within the community. Our Functional Learning Class (FLC) classrooms provide instruction in practical academics, communication, community, domestic, leisure/recreation and vocational skills utilizing a functional curriculum in a general education school building. The classrooms emphasize communication, maximum independence, and opportunities to generalize skills in natural settings as well as participation in general education activities with typical peers.

Key Responsibilities:Major Responsibilities and Duties:

• 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 healthcare 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 TEKs/PreRequisite TEKs 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 students individual needs.
• Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student's individual needs.
• Maintains and inventories curriculum and assistive/adaptive technology.
• Plans and prepares for IEP and parent meetings.
• Implements effective researched-supported instructional strategies for basic sequences of skills in the academic, social, and vocational curricular areas; including techniques for modifying instructional methods, curricular materials, and the environment to meet learners needs that are appropriate to those learners ages and skill levels.
• Uses instructional time effectively and efficiently; while facilitating the integration of related services into the instructional program.
• Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication appropriate to each student.
• Understands assessment as an educational process including how to interpret information obtained from standardized and non standardized assessment, analyze and use to develop instruction and goals for individual students.
• Implements a variety of procedures for identifying student's learning characteristics and needs, monitoring student progress, and evaluating learning strategies and instructional approaches.
• Implements accommodations and modification as identified for individual students on national, state, local and classroom assessments.
• Implements strategies for assessing students skills within curricular areas including academic, social and vocational.
• Implements classroom and individual behavioral management plans and actively participates in functional behavioral assessments and behavioral interventions plans for students.
• Understands and effectively utilizes computerized web-based systems for documentation procedures/communication, goal development and modification, progress monitoring, performance assessment, accommodations/modifications, program supports and overall IEP information.
• Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal).
• Engages in professional development to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students.
• Understands the importance of the teacher serving as a role model and advocate for all students.
• Participates in student, staff and professional meetings including behavior management plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews.
• Understands rights to privacy, demonstrates confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
• Observes and follows all school policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
• Performs duties as assigned

Student Growth/Development:

• Conduct ongoing assessments of student achievement through formal and informal testing
• Provide or supervise personal and medical care of students as stated in the IEP
• Assume responsibility for extracurricular activities assigned. Sponsor outside activities approved by campus principal
• Be a positive role model for students; support mission of the school

Classroom Management and Organization:

• Understands basic classroom management theories and methods; with strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with academic teaching strategies.
• Implements strategies for assessing learning environments and conducting functional behavioral assessments within the environment.
• Understands the characteristics of environments, including materials, equipment, and spatial arrangements that facilitate development, learning and interaction among students.
• Creates a classroom culture which is a cognitively busy place, characterized by a shared belief in the importance of learning; establishes high expectations and personal achievement.
• Understands the aspects of schedule, routines, and transitions that promote development and learning.
• Demonstrates ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations.
• Provides supervision of paraprofessional educators.
• Consults with teachers and therapists to plan for student's needs and required adaptations, modifications, and use of assistive/adaptive technology.

Communication:

• Establish and maintain open communication by conducting conferences with parents, students, teachers and supervisor
• Maintain a professional relationship with colleagues, students, parents and community members
• Collaboratively works with community agencies and outside therapists for students and understands the reciprocal relationship of sharing confidential information with these individuals.
• Use effective communication skills to present information accurately and clearly
• Provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.
• Participate in staff development activities to improve job-related skills
• Keep informed of and comply with federal, state, district and school regulations and policies for special education teachers
• Compile, maintain, and file all physical and computerized reports, records, and other documents required
• Attend and participate in faculty and department meetings and serve on staff committees as required

Other:

Maintain an extreme degree of confidentiality by following the Family of Educational Rights and Privacy Act (FERPA) for student information and by following the Health Insurance Portability and Accountability Act of 1996 (HIPAA) for employee and student information.

Supervisory Responsibilities:

Supervise assigned teacher aid(s)

Qualifications:Education/Certification:

• Special Education Teacher Certification
• Endorsement as a Learning Behavior Specialist (preferred)
• Meets the highly qualified requirements as a special education teacher and for the grade level/core academic subject area(s) in which the teacher is assigned (ie: Generalist 4-8, EC-6 etc)

Special Knowledge/Skill

• Knowledge of special education students and disabilities in a Functional Learning Classroom
• Knowledge of Admission, Review and Dismissal (ARD) Committee process
• Knowledge of the development and implementation of Individual Education Plan (IEP)
• General knowledge of curriculum and instruction

Experience:

• At least one year student teaching or approved internship

Work Environment:Equipment Used:

Computer, printers, copier, scanner, fax, multi-line phone with voicemail capability

Working Conditions****Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress
• Frequent standing, stooping, bending, pulling and other classroom equipment
• Move small stacks of textbooks, media equipment, desks and other classroom equipment
• May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non ambulatory students
• Exposure to biological hazards
• Maintain regular attendance at work

OUR BENEFITS

Meridian School offers competitive salaries commensurate with experience. We also offer a comprehensive package of benefit options, including:

• Health, Dental and Vision Insurance
• Basic Life & Accident Insurance
• Short- & Long-term Disability
• Participation in the Texas Teachers Retirement System
• 403b Investment Plans
• Health Savings and Flexible Spending Account Options
• Generous Time Off Benefits including Holidays and PTO
• A culture of continuous learning with opportunities for professional development

HOW TO APPLY

Please apply through this link: Apply Here

Questions regarding the position can be referred to the Director of Special Education.

Due to the nature of this position and our business, fingerprinting and background checks will be conducted as a condition of employment.

Reasonable accommodations may be provided during the hiring and selection process to qualified individuals with disabilities. If you are contacted for an interview and need accommodation to participate in the interview process, please notify the person scheduling the interview.

Meridian School is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, national origin, age, protected veteran or disabled status, genetic information, or any other legally-protected characteristic.