Start Date
08/12/2024
Position Areas
Special Education
Description JOB TITLE: Teacher - Special Education 18 Plus Extended Transition Program DEPARTMENT: School Site REPORTS TO: Principal FLSA STATUS: Exempt CONTRACT STATUS: Full-time / 180-days / Extra Duty SALARY SCHEDULE: Certified / Extra Duty APPROVED BY: Charlene Duncan
APPROVED DATE: 4/03/2024 SUMMARY: Provide comprehensive and specialized instruction to students in the Transition Program ages 18-22 who have developmental and physical disabilities. Instruction will be provided across all environments, including the classroom, community, building, job site, and community volunteering. The primary goal of the Transition Program Teacher is to provide specialized instruction in an individualized program for students in order to empower them to become happy, confident, and productive members of their community. ESSENTIAL FUNCTIONS: These statements are intended to describe the responsibilities assigned to this position and are not intended to represent an exhaustive list of all responsibilities, duties, and skills required. Design, revise, and maintain a community-based program developed from student IEP goals/objectives. Facilitate cooperative learning. Select and requisition books, instructional aids, equipment tools, materials, supplies, and parts as required. Participate in transdisciplinary team meetings, multidisciplinary staffing, annual reviews, parent conferences, and faculty meetings. Communicate frequently with parents. Elicit parent input in person-centered planning and implementation. Collaborate with team members to develop and modify goals/objectives on student IEPs. Ensure that goals/objectives are outcome-based, longitudinal, measurable, and, when appropriate, are aligned with the Person-Centered Transition Plan. Collaborate with team members to report on student progress by the established timelines to include community agencies, community partnerships, and the students' support group. Implement student IEPs utilizing teaching methods, materials, and adaptations appropriate to meet individual student needs. Utilize non-aversive behavior management techniques. Provide positive programming to encourage the best possible student outcome. Implement the Transition Plan consisting of content in the community living domains, functional academics, vocational and embedded social, communication, and motor skills. Provide opportunities to interact with peers to form friendships and support networks. Teach independent living skills such as cooking, sewing, shopping, and daily living activities while also instructing students in daily living skills for independent maintenance and self-sufficiency. Coordinate and lead paraprofessionals and job coaches in the provision of special education and related services to students with disabilities, including student personal care. Transport students to community-based instruction. All other duties as assigned by the administrator. SUPERVISORY RESPONSIBILITIES: None QUALIFICATION: 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 essential functions. EDUCATION and/or EXPERIENCE: Bachelor's Degree in Education or related field. Valid Oklahoma Teaching Certificate Valid Oklahoma Special Education Teaching Certificate in Severe/Profound EXTRA DUTY: In addition to the 180-day contract, will work additional hours as necessary on Extra Duty Contract. KNOWLEDGE/SKILLS/ABILITIES: Computer literate; excellent written and oral communication ability; strong knowledge of rules, regulations, policies, and laws applicable to education and special education. Ability to follow all district policies and procedures. Ability to work independently, displaying initiative and enthusiasm for the tasks being done. Demonstrating strong communication skills, orally and in writing, with faculty, staff, team members, and administrators. Ability to work without supervision, and work as a team player. Ability to document records accurately. Ability to manage confidential information in a manner that respects students, families, and employees. Ability to listen effectively. LANGUAGE SKILLS: Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, administration, staff, parents, and the general public. MATHEMATICAL SKILLS: Ability to apply advanced mathematical concepts and mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory, and factor analysis. REASONING ABILITY: Ability to apply common sense understanding to carry out written and oral instructions. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. PHYSICAL DEMANDS: The physical demands 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. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee is frequently required to sit; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee is occasionally required to walk. The employee will occasionally lift or carry (45 pounds or more) and position students with physical disabilities, assist non-ambulatory students, and lift and move adaptive equipment. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Occasional district-wide travel to multiple campuses as assigned. The noise level in the work environment is usually moderate.
