The ECE special education teacher serves as a critical member of the transdisciplinary team to ensure that all REACH students have access to high-quality instruction in a full-inclusion setting. In collaboration with the classroom teacher and other service providers, the special educator develops, coordinates and implements appropriate instructional and behavioral strategies to address the needs of students with special needs. The special education also provides support to general education teachers in designing classroom environments and developing curricular materials which universal access for all students. When necessary, the ECE special educator provides direction and training to paraeducators regarding the curriculum adaptations for students. ESSENTIAL DUTIES & RESPONSIBILITIES:
- Provide high-quality, research-based interventions to address a variety of instructional and behavioral needs in order to ensure student success in a full-inclusion environment.
- Participate in co-planning with classroom teachers and other members of the transdisciplinary team to adapt and modify instructional materials in accordance with students’ Individualized Education Plans.
- Partner with general education teachers in a co-teaching model, including co-planning and co-assessment.
- Conduct developmentally-appropriate, reliable, and valid formal and informal assessments of student progress towards grade-level standards and goals within the Individualized Education Plans (IEPs).
- Serves as a case manager to ensure that all aspects of the IEP development and monitoring processes are followed, including maintaining all records in ENRICH.
- Consult with other members of the of the transdisciplinary team to identify adaptations to curricular materials or classroom environments to help all students to access the general education curriculum and train other educators, including paraeducators, on how to implement these adaptations on a regular basis.
- Maintain confidentiality regarding individual student information and needs.
- Communicate regularly with parents, including at least two parent conferences, to advise parents/guardians of student progress, developing individualized education plans, and providing parents/guardians with strategies to support goals in the home environment.
- Provide specific directions to paraeducators, student teachers, an/or volunteers for the purpose of providing an effective classroom program and addressing the needs of individual students.
- Collaborate with other team members to promote shared vision and ownership, including opportunities for .observation, peer feedback, team teaching, and communication with other team members.
- Continue to engage in professional development opportunities throughout the school year.
- Participate in a variety of meetings and school committees and/or participate in DPS learning cohorts .
- Assume an “Additional Faculty Role” as needed as designated by the administrator, such as 504 coordinator, Culmination Planning, PBS Coordinator, SST Coordinator, etc.
- Other duties as appropriate to the specific position.
MINIMUM STANDARD REQUIREMENTS:
- Valid teaching credential, or completion of all requirements to be eligible to apply for teaching credential, appropriate to their teaching assignment.
- Teaching experience in elementary is preferred.
- Previous experience with co-teaching is preferred.
- All teachers will be hired based on being highly qualified per No Child Left Behind (NCLB) specifications.
About REACH Charter School:
- To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- CERTIFICATES, LICENCES, AND REGISTRATIONS - Completion of Basic First-Aid Training must be completed within six months of hire. Current CPR Certifications highly preferred.
- SAFETY TO SELF AND OTHERS - Low exposure of self to bodily fluids. Low exposure of self to fractured bones from abusive students i.e. punching, kicking, slapping, etc.
- PHYSICAL DEMANDS - While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to sit. The employee is occasionally required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms; climb or balance; and stoop, kneel, crouch. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 50 pounds. (The physical demands, work environment characteristics, and mental functions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
- WORK ENVIRONMENT - While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate.
- MENTAL FUNCTIONS - While performing the duties of this job, the employee is regularly required to communicate and use interpersonal skills.
The mission of REACH is to provide an inclusive Pk to 5th grade school in near Northeast Denver in which educators and families Reimagine Excellence for All in a Community with Heart.