Special Education Teacher

Position Purpose: Responsible for facilitating learning for special education students; instructing, assessing, and program planning for students; monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students, parents, and District personnel; working within a pullout environment or within a self-contained classroom. This job reports to the Building Principal.

Responsibilities:
Establishes an instructional/learning environment for students.
Provide direct instruction to students in the following areas as determined in the IEP: academics, communication, fine and gross motor, mobility, social/recreation/leisure, community, vocational, and independent living skills.
Administers a variety of evaluative tools (e.g. developmental testing programs, subject specific assessments, etc.) for the purpose of assessing student competency levels and developing individual learning plans.
Administers first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children.
Assesses student progress towards objectives, expectations, and goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents, and administration.
Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed.
Establishes and maintains a behavioral management system for students; Manages student behavior for the purpose of providing a safe and optimal learning environment.
Monitors students' behavior and/or activities in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, IEPs, progress reports, data sheets, lesson plans, evaluations, etc.) for the purpose of documenting student progress and meeting mandated requirements.
Supervises paraeducators (e.g. training, scheduling, supporting, etc.) for the purpose of monitoring performance and ensuring standards are achieved.
Collaborates with parents, instructional staff, other school personnel (e.g. OT, PT, Speech Pathologist, School Psychologist, etc.) for the purpose of improving the overall quality of student outcomes and achieving student educational plan objectives.
Differentiates instruction (e.g. online curriculum, alternative curriculum, multi-media, assistive technology, modified content, multi-sensory, etc.) for the purpose of providing students with different instructional avenues that address individualized learning within established curriculum guidelines.
Informs parents and legal guardians of student progress for the purpose of communicating expectations, student's achievements, developing methods for improvement, and reinforcing classroom goals in the home environment.
Maintains documents, files, and records (e.g. grades, IEPs, etc.) for the purpose of providing up-to-date information and historical references in accordance with established guidelines and legal requirements. Maintains records and reports regarding pupil progress in a timely manner.
Participates in a variety of meetings (e.g. IEP meetings, staff meetings, parent teacher conferences, etc.) for the purpose of conveying and gathering information required to perform functions.

Minimum Qualifications:
Bachelor’s degree in Education
North Dakota Teaching License or ability to obtain prior to start date with special education endorsement
High interest in serving students with complex needs (cognitive, communication, adaptive, behavioral, academic, social/emotional)
Understanding of child development stages and developmentally appropriate expectations 
Strong communication skills both verbal and nonverbal
Ability to establish and maintain constructive relationships
Ability to demonstrate flexibility and creativity
Ability to maintain confidentiality
Knowledge of current programming trends in special education

Preferred Qualifications:
Working knowledge of functional behavior assessments and behavior intervention plans
Experience in supervising and scheduling paraeducators/paraprofessionals
Special Education endorsement in one or more of the following: Autism spectrum, Emotional disabilities, Intellectual disabilities, Multiple disabilities
 

For more information or questions please call 701-446-1000 or email humanresources@fargo.k12.nd.us.