GENERAL SUMMARY: The classroom teacher provides direct instruction to assigned students within a self-contained classroom. The teacher is responsible for the development and facilitation of the student’s IEP. The teacher is a special educator who creates a learning environment suitable to the needs of socially/emotionally-disturbed students.
PRINCIPAL DUTIES AND RESPONSIBILITIES:
1. Provides daily classroom management and organization including monitoring student behavior in accordance with the school wide behavior management plan and computes hourly point sheet data when necessary. Keeps the classroom as a tidy and welcoming environment.
2. Provides daily curriculum according to state standards, school policy, and the individual student's IEP. Provide direct instruction to assigned students in a variety of teaching modes, i.e. large group instruction, small group instruction, and individual tutoring.
3. Maintains student classroom files in accordance with ISBE regulations, including benchmark documentation, IEP development, and classroom performance, i.e. formal and informal assessment measures.
4. Be prepared for and provide a professional presentation in a comprehensive manner as required for staffings and any faculty meeting forums. In addition, develop and maintain communication with parents through home/school logs and phone calls.
5. Provides grade reports on a quarterly basis within the parameters of established format and within the guidelines of school policy. In addition, the teacher provides “Grade Keeper” data with the exception of the early primary classes.
6. Attends and actively participates in all Faculty, Team, Division Case Presentations, and Teacher meetings on a regular and timely basis.
7. Ensures the academic orientation of each new student to the classroom. Provides assessment during orientation for students on academic skills utilizing formal or curriculum-based tests. Conducts assessments as required by school administration, i.e. Connor’s Scale. Administers annual ISAT, PSAE and Stanford Achievement tests.
8. Provides administration of student medication in accordance with school policy including accurately completed medication forms, daily documentation of administration, and safely securing medication in a locked medication box within a locked cabinet.
9. Volunteer to serve on committees and assist with various special programming throughout the school year.
10. Follow and enact the school’s established behavior management plan along with responding to crisis assistance calls and maintaining physical intervention skills as taught by CPI instructors.
SPECIAL SKILLS AND ABILITIES REQUIRED:
1. The interpersonal skills necessary to maintain a professional relationship with colleagues, referring districts, and parents.
2. The analytical ability necessary to assess, evaluate, and provide the correct curriculum and clinical interventions to promote school success.
3. The ability to be flexible and adapt to the needs of the students and program.
KNOWLEDGE, PRACTICAL EXPERIENCE AND LICENSURE/REGISTRATION REQUIRED:
1. Level of knowledge normally acquired through the completion of a Bachelor’s Degree (minimum).
2. One year of experience (minimum).
3. Illinois State Certification – Type 10 in the special education area of social/emotional disturbance, Learning Disorders, and EMH or Learning Behavior Specialist I Unlimited
1. Work is performed in a school environment.
The above statements are intended to describe the general nature and level of the work being performed by people assigned this job. The are not exhaustive lists of all duties, responsibilities, knowledge, skills, abilities, and working conditions associated with it.