Teacher, Education Specialist (Moderate/Severe) - For Non Public School Alternative (Npsa) 2024/2025

I. TITLE - Teacher, Special Education, Moderate/Severe II.

MINIMUM QUALIFICATIONS A. Credential California credential authorizing instruction for the Moderate/Severe handicapped. B. Education Sufficient to meet credential requirements C.

Experience None required D. Personal See District requirements III. KNOWLEDGE AND ABILITIES Knowledge of and ability to implement the subject matter, philosophical, social, and educational concepts relative to the duties and responsibilities listed on this job description.

IV. DUTIES AND RESPONSIBILITIES A. As a Director of Learning The teacher directs the program for and teaches learning handicapped pupils in the day class the basic learning and other subject matter commensurate with the emotional, physical and intellectual needs of the pupil. The teacher also provides appropriate physical and psychological environment to establish and reinforce acceptable pupil behavior, attitudes and social skills 1.

Planning for instruction a. Assesses the needs of individual pupils and plans an appropriate programof individualized instruction based upon school, home and community environments. b.

Provides individualized or small group instruction in the least restrictive environment to pupils whose emotional and/or behavioral problems have resulted in marked academic retardation and severe developmental delays. c.

Instructional programs must be based upon a functional curriculum, utilizing behavioral methodology for implementation. 2.

Teaching results - evaluation a. Keeps concise anecdotal records, behavioral and instructional data on each pupil, the learning disorder, and plan or remediation, and results of the plan 3.

Instructional techniques a. Prepares instructional materials for pupils having a possible grade level span for below kindergarten through grade twelve b. Seeks out and plans motivational strategies to stimulate the interests and special talents of the gifted but disturbed child B.

Relationships 1. Teacher-pupil a. Teacher provides continual supervision on an "on call" basis for pupils assigned to the group as problem situations arise anywhere in the school 2.

Teacher-staff a. Confers with professional staff on each pupil's progress and frequently with psychologists and support personnel. b. Assists other staff professionals in the diagnosis of learning disorders c.

Arranges with staff for integration of pupils into regular classes where appropriate for pupil success d. Works closely with on site administrator on educationally handicapped related problems e. Obtains needed assistance for each child from other professional staff members: psychologists, speech therapists, public health nurse 3.

Teacher-parent a. Confers frequently with parents. Appraises child's progress.

Assists parents in understanding child's progress and problems in a way to best help the child 4. Teacher-community a. Endeavors to apprise District personnel, parents and the community of the needs of severely handicapped children C.

Professional Attitude, Responsibilities and Participation 1.

Professional Growth a. Continued sturdy of current development and research in educating the pupil with a severe emotional and/or neurological disorder b.

Participates in in-service programs. c. Keeps abreast of types of new instructional equipment, materials, and methods that might be used in remedial instruction 2. Adaptability a.

Works cooperatively with District personnel as a team member V. Accountability 1.

Person to whom responsible a.

Building Principal B. Evaluator 1. Building Principal with assistance from Coordinator, Education Program Specialist / Special Education Administrator

Requirements / Qualifications

Requirements / Qualifications