Student Services Special Education Behavior Teacher On Special Assignment 24-25 SY

This position is posted for the 2024-2025 School Year

Description Job Title: Special Education Behavior TOSA
Reports to: Director of Special Education
Term of Employment: 186 days;
Classi?cation: Teacher
Dept./School: Special Education
Location: Fairview Elementary

Primary Purpose:
Work collaboratively with school personnel in providing, implementing, designing, and adapting behavioral instructional programs for the special educational needs of identified students in a variety of settings. A primary focus is the establishment of a positive learning environment that promotes a high level of achievement of all students while considering the background and developmental level of the individual student.

Education/Licensure/Training/Testing Required/Bonding:
Master's degree or higher from an accredited college or university preferred
Current Oregon Teacher license issued by Teacher Standards and Practices Commission (TSPC) required
Oregon Fingerprint and Criminal background check clearance
Special Education Endorsement
Valid Oregon Driver's License

Experience
Three years successful teaching experience supporting students with disabilities
Previous experience working with diverse cultures, teaching styles, and successful program models with a focus on inclusive, collaborative models
Demonstrated expertise in research-based instructional and behavioral intervention strategies for students with disabilities

Knowledge, Skills, and/or Abilities Required
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.

Knowledge of: Oregon curriculum, grade-level expectations and initiatives; online document sharing programs and how to e?ectively use them to communicate information with others; assessment instruments and interpretation of test results

Skills to: Work in a fast-paced, ?exible environment; maintain ?exibility with changing priorities and responding to sta? and student needs. Design/develop/implement appropriate professional development.

Interpersonal Skills: Strong interpersonal skills with demonstrated ability to work e?ectively with adults from a variety of backgrounds. Focus on resolving con?ict; e?ective listening skills; keep emotions under control; remain open to others' ideas; contribute to building a positive team spirit.
Language Skills: Communicate ?uently in English, verbally and in writing. E?ectively present information and respond verbally and in writing to common inquiries from students, parents, administrators, and school sta?.
Reasoning Ability: Compile and analyze data; solve practical problems and manage a variety of concrete variables in situations where only limited standardization exists.
Interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Synthesize information from many sources to inform programmatic changes.
Ability to: Develop individual education plans; complete a case study; work independently, be ?exible and work under time constraints. Use word processing software, student management systems, E-mail, and the Internet. Use Excel and Word for data analysis and record keeping; use technology for presentations and display of data. Maintain records; establish and maintain cooperative working relationships with students, building sta?, and other district personnel; meet schedules and deadlines.

Essential Job Functions:
Due to the specialized responsibilities of this position, while the teacher is accountable for success in all essential job functions of a regular classroom teacher, the primary essential functions for the Behavior TOSA position are listed below.

Program Implementation
Assist with the development and implementation of an individual education plan (IEP) for eligible students, including those with a variety of disabilities.
Administer assessments, conduct observations, and gather information as requested.
Identify students' needs and makes recommendations on appropriate instruction and program changes and/or other supports to address student needs.
Assist in functional behavior assessments and designing and implementing behavior support plans.
Demonstrate leadership in guiding the IEP team in designing goals and identifying appropriate interventions. Apply a variety of strategies that facilitate team e?ectiveness (e.g., collaboration, problem-solving, leadership, meeting management, and con?ict resolution).
Consult with school sta? working with eligible students in the following areas: communication, behavior, self-management, sensory needs, social skills, and designing the physical environment for multiple settings including, but not limited to the general education classroom, gym, playground, cafeteria, and special classrooms.
Act as a resource by developing, adapting, or providing materials, conducting professional learning activities, and disseminating information regarding current technical/instructional strategies.
Assist in the proper referrals of individuals to agencies and specialists in the community, as appropriate.
Conduct, participate in, and/or contribute to IEP, multidisciplinary teams, and placement team meetings.
Summarize evaluation activities, assessment data, interpretation of data, and recommendations in a variety of ways, including written reports at team meetings.
Communicate e?ectively with all K-12 sta? members and families of the Reynolds School District.
Maintain the integrity of con?dential information relating to agency records and data, students, families, colleagues, or district patrons. Use or relay personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
Demonstrate an awareness, appreciation, and respect for diverse cultures and individual di?erences for students, parents, and employees; show ability to identify culturally relevant issues and to implement services in a proper manner.
Utilize effective, proactive behavioral management skills in all school settings.
Be responsive to feedback from colleagues and administrators and is able to apply feedback to improve skills and services to students.
Maintain ongoing communication with parents, teachers and Educational Support Services in the planning, implementation and monitoring of programs, including behavior issues and plans.
Assist the administration in implementing all policies and/or rules governing student conduct, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom and school in a fair and just manner.
Ensure required reporting processes are completed in the event of a student restraint or seclusion.

Professional Development
Support the orientation of new SPED teachers in e?ective education of students with disabilities and in case management following state and district policies and procedures.
Determine, prepare, and facilitate speci?c, relevant professional learning for teachers, administrators, and/or classi?ed sta? on topics related to strategies for supporting students with disabilities.
Share and model information regarding "best practices" for intervention, evaluation, and program planning in the ?eld of positive behavior intervention.
Provide outcome-based professional learning and follow-up activities for school teams, families, and others on a variety of topics related to the learning needs of students with disabilities.
Keep abreast of laws, rules, policies, and trends regarding students with disabilities.

Instructional Leadership
Provide communication between building sta? and district sta? for the purpose of e?ectively implementing the district's programming for students with disabilities.
Collaborate with district leadership team in program development and building capacity district wide.
Coordinate access to district level resources for support when needs arise through collaboration with SPED teachers.
Perform as a positive, re?ective, collaborative, and pro-active member of the Special Education team and assist in establishing and maintaining an e?ective learning climate in the school.
Collaborate with SPED to set and meet department goals focused on outcomes for students with disabilities.

Other Duties
Meet district standards for performance and attendance.
Perform other related duties as needed.

Mental Demands/Physical Demands/Environmental Factor Essential Requirements:

Tools/Equipment Used: Standard o?ce equipment including district assigned computers, peripherals, and technology

Posture: Prolonged sitting; standing and walking for extended periods of time; occasional bending/stooping, pushing/pulling, and twisting; kneeling, bending at the waist, and reaching overhead, above the shoulders and horizontally, to retrieve and store ?les and materials, and lifting light objects

Motion: Repetitive hand motions and ?ngers to operate equipment including frequent keyboarding and use of mouse; reaching/handling/manual dexterity

Sensory: Speaking to exchange information; talking/hearing conversations and other sounds; visual acuity/depth perception with or without accommodation; frequent near acuity; occasional far acuity; vision to read printed materials, computer screens or other monitoring devices

Lifting: Lifting and carrying (up to 15 pounds) to move training materials and physical strength to move chairs, and tables to arrange spaces when needed

Strength: Moderate to extensive degree of physical stamina with the ability to restrain students when necessary; ability to physically lift or move a student on a regular basis

Environment: May work prolonged or irregular hours; frequent district-wide travel; occasional statewide travel and out-of-state travel; remote work may be required; work can be both physically and emotionally fatiguing; possible exposure to bodily ?uids due to student injury and illness

Mental Demands: Work with frequent interruptions; maintain emotional control under stress