Special Education Teacher - Structured Learning Class (SLC)

## Reports To Campus Principal ## Work Year Days 184 ## Primary Purpose Provide students with disabilities appropriate learning activities and experiences designed to help them achieve educational progress related to their intellectual, communication, emotional, social, physical, and self-help skills. Develop modified curricula and other instructional materials to address each student’s ability level. **PROGRAM DESCRIPTION****Structured Learning Class (SLC):** This instructional setting offers specially designed instruction for children with autism and/or other communication disorders who require support to build functional language/communication and functional behavior skills. The primary emphasis is on language/communication and behavioral needs starting at the preschool level with increased emphasis on academic support and functional routines at the elementary and middle school levels. The classroom environment is highly structured and incorporates positive behavior supports and instructional strategies in alignment with the principles of Applied Behavior Analysis. Students participate in activities with their non-disabled peers, with support as appropriate, to help generalize skills learned in the SLC classroom. SLC classrooms are arranged to provide maximum opportunity for intensive specialized instruction on the prerequisite level of the academic TEKS. ## Qualifications **Education/Certification:**Bachelor’s degree Valid Texas teaching certificate in Special Education PK Positions: EC-6/PK and ESL Elementary Positions: Elem Self Contained 1 – 8, or Generalist/Core EC – 6 Middle School Positions: Generalist/Core 4-8, or EC – 6 **Special Knowledge/Skills:**Knowledge of academic subject assigned Demonstrated proficiency in creation, implementation and progress monitoring of specially designed instruction Ability to individualize instruction to prepare students for participation in Least Restrictive Environments (LRE) to the maximum extent possible **Experience:** Minimum of three years of special education teaching experience is preferred Knowledge and experience in working with students with emotional and behavioral challenges preferred ## Major Responsibilities and Duties **Instructional Strategies** **:**Collaborate with parents and other staff members to develop Individualized Education Programs (IEPs) through the ARD/IEP Committee process, including attendance at ARDC meeting.Develop and implement lesson plans that fulfill the requirements of the students’ IEPs and reflect the District's established curriculum; demonstrate written evidence of preparation as required.Prepare lessons that reflect accommodations for differences in student learning styles/needs, including activities, materials and equipment.Use technology (including assistive technology) to strengthen the teaching/learning process.Plan and supervise assignments for teaching assistants and volunteers. **Student Growth and Development** **:**Conduct ongoing assessment of student achievement through formal and informal testing.Be a positive role model for students, support mission of school district.Help students develop independence and self-advocacy skills.Assume responsibility for extracurricular activities as assigned. **Classroom Management and Organization** **:**Create classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students.Take all necessary and reasonable precautions to protect students, equipment, materials and facilities. Provide positive behavioral supports to manage student behavior in accordance with Student Code of Conduct and Student Handbook. Must be physically capable of implementing student restraint as a last resort for safety. **Communication** **:**Establish and maintain open communications by conducting conferences with parents, student, related service providers, principals and teachers.Use effective verbal and written communication skills with students, parents and…