Job Title:                        Special Education Educator,

                                       Emotional Behavior Support - Weaver Elementary School

                                       

Department:                  Special Services

Pay Grade:                     Teacher's Salary Schedule

FLSA Status:                  Exempt

Tenure Track:                Yes

Reports to:                     Principal 

 

GENERAL PURPOSE

The Springfield, Missouri Public School District is currently seeking qualified applicants interested in being a Special Education teacher for SPS for the 2024-2025 school year, which could include, but are not limited to the following:

• Mild Moderate Disabilities (Cross-categorical)
• Low Incident Disabilities (multiple disabilities, visually impaired, etc.)  

The SPS R-12 Special Education Educator will be primarily responsible for providing support to the instructional program with specific responsibility for facilitating learning within a classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; supervising students; collaborating with other teachers, other professional staff and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

 

ESSENTIAL JOB FUNCTIONS

• Administers developmental testing programs, subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.
• Administers under supervision, first aid and assistance to students (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for students as assigned.
• Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
• Assesses student progress towards IEP 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.
• Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Case manages students' individualized educational programs (IEP).
• Provides an effective educational program which addresses individual student needs.
• Differentiates classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
• Directs student teachers, paraprofessionals, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual needs of students.
• Facilitates student learning (e.g. creating a learning environment, integrating technology, arranging field trips, organizing age appropriate activities, etc.) for the purpose of achieving success in academic, interpersonal and daily living skills through defined lesson plans.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
• Maintains a variety of confidential and non-confidential manual and electronic files and records (e.g. test scores, student evaluations, IEPs, etc.) for the purpose of providing up-to-date information and/or historical reference in accordance with established administrative guidelines and legal requirements.
• Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
• Participates in a variety of meetings (e.g. Professional Development, staff meetings, IEPs, Whole Faculty Study Groups, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, IEPs, lesson plans, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Reports health and safety issues to administrative personnel and/or appropriate agencies (e.g. fights, suspected child or substance abuse, inappropriate social behaviors, etc.) for the purpose of maintaining student’s personal safety, a positive learning environment and complying with regulatory requirements and established guidelines.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
• Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
• Supports classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.

QUALIFICATIONS AND REQUIREMENTS

Education and Experience

• Bachelor's degree in job-related area, required.
• Background clearance, the results of which must be satisfactory to the District, required.

Certificates, Licenses and Other Special Requirements

• Special Education certification in Missouri in one or a combination of the following areas:  Mild-moderate disabilities (SLD, ED, ID, OHI, and cross-categorical), and low incidence disabilities (e.g. hearing impaired, visually impaired or multiple disabilities), required.
• Ability to gain and maintain "Highly Qualified" status as defined by Missouri's Department of Elementary and Secondary education, required.

Knowledge, Skills, and Abilities

• Knowledge based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; standard business practices; teaching strategies; working with families; and stages of child development.
• Knowledge of algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions.
• Skill to perform multiple, technical tasks with a need to routinely upgrade skills in order to meet changing job conditions.
• Skill based competencies required to satisfactorily perform the functions of the job, including: operating standard office equipment including utilizing pertinent software applications; planning and managing projects and programs; overseeing program financial activities; developing effective working relationships; preparing and maintaining accurate records; and administering personnel policies and procedures; and coordinating with other agencies.
• Ability to schedule a number of activities, meetings, and/or events; gather, collate, analyze and/or classify data; to ensure the effective and efficient operation of the Department and programs.
• Ability to work with a diverse group of individuals under a wide variety of circumstances.
• Ability to analyze issues, data, create action plans and ensure that success of Department and District strategic objectives.
• Ability to collaborate and communicate effectively with internal and external stakeholders.
• Ability to apply critical thinking/problem solving to improve work processes.
• Ability to maintain confidentiality; set priorities; meet deadlines and schedules; work with detailed information; and adapt to changing priorities.
• Ability to set high expectations for self and others; set and monitor progress toward goals; and utilize and offer effective feedback to continuously improve.
• Ability to work as part of a team; adapt to changing priorities; and apply logical processes and analytical skills.

Working Conditions and Physical Requirements

• The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally the job requires 30% sitting, 35% walking, and 35% standing.  This job is performed in a generally clean and healthy environment.
• Work environment is primarily inside, where the noise and temperature levels are moderate.
• The work is light work which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects.
• Must possess the physical ability to work primarily with fingers, perceive the nature of sounds, make rational decisions through sound logic and deductive processes, express or exchange ideas by the spoken word, substantial movements (motions) with the hands, wrists, and/or fingers, and discern letters or numbers at a given distance.
• Additionally, the following physical abilities are required: balancing, grasping, hearing, manual dexterity, mental acuity, reaching, repetitive motion, speaking, visual acuity and walking.