Evaluate and provide appropriate special education services to assigned children.  Oversee activities of assigned teacher assistants and aides; communicate appropriately and in a timely manner with families of assigned children.  Increase professional knowledge in areas relevant to children enrolled in program.  May be required to attend evening meetings.

Primary duties and responsibilities include but not limited to:

STANDARD 1: Professional Duties

Implement curriculum based on children’s individualized needs; ensures health and safety of classroom environment.

1. Plans daily lessons for large and small group activities based on IEP goals.       
2. Screen incoming children and prepare educational observation forms.
3. Complete annual update of each child including current levels of performance, recommended goals for upcoming school year developmental check lists.                                        
4. Attend case conference CPSE/CSE to coordinate therapeutic and educational interventions either by teleconference or on-site at school district.
5. Communicate with parents in writing, by phone, and in person regarding child’s progress.
6. Establish and implement appropriate education strategies to meet needs of assigned students.
7. Perform related duties as required.
8. Evaluate assigned children.                                                                                     
9. Address significant behavioral situations through the use of positive reinforcement behavioral management plans and/or seek assistance from the school psychologist.
10. Maintain data for each goal on the IEP.
11. Perform small and large group activities daily as appropriate.  Comply with state regulations for students, including daily logs, attendance, progress reports and annual reports.
12. Complete plan books a minimum of two weeks in advance.
13. Complete substitute kits within two weeks from the start of school.  Update as needed.
14. Submit progress reports on each child quarterly.
15. Impart information regarding child’s function and progress.
16. Inform classroom staff and team members of each child’s priority goals to be carried over into the classroom activities.
17. Follow-up concerns raised by team members.
18. Update IEP goals.
19. Outline, (demonstrate when necessary) individualized strategies used to obtain objectives.
20. Provide or adapt materials to facilitate language and speech production in the classroom.
21. Integrate information and strategies offered by team members and other professionals.

STANDARD 2: Classroom Environment Management

1. Oversee and manage assigned teacher assistant/aides in all areas of educational day.
2. Responsible for health and safety of classroom environment.
3. Establish appropriate and effective communication with parents of assigned children.
4. Conduct weekly meetings with classroom staff.
5. Comply with daycare license regulations (where applicable), SED regulations and agency policies and procedures.
6. Clearly post allergies and medication for each student as per regulations and agency policies and ensure all staff working with students are informed of all allergies and medications.
7. Evaluate teacher aides/assistants in classroom.

STANDARD 3: Professional Behavior

1. Cooperate and conduct self at all times in a manner appropriate to an education setting.
2. Adhere to program specific policies and procedures.                            
3. Participate in program-wide activities and act in an appropriate manner.
4. Participate in activities and seek support to enhance knowledge in areas pertinent to children in assigned class and in program.
5. Assist student teachers in learning to be effective educators. 

STANDARD 4:  Professional Development

1. Attend and participate in required in-services.
2. Attend and participate in supervisory sessions as requested. May need to fulfill hours outside of agency hours.              
3. Be proficient in administering standardized testing for the purpose of assessing student ability level.
4. Lead IDT meetings with student’s parents, therapist to discuss progress, strategies, behaviors, updates, concerns, medical, etc. as well as goals.            

STANDARD 5:  Adheres to general policies of the organization/regulators including:

1. Code of Ethical Conduct.
2. Emergency/disaster preparedness protocols.
3. Fire/Safety prevention protocols.
4. In-service education program requirements.
5. Policies and procedures (attendance, punctuality, appearance, professional attitude, etc.)
6. Job related self-development education activities.
7. Infection control practices and procedures.
8. Physical examination and Mantoux regulatory requirements.

STANDARD 6: Performs other related duties as required

1. Demonstrate understanding of the needs of children and visitors for each specific age group.
2. Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
3. Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.
4. Maintain child and family confidentiality.  Refrain from discussing the child in front of him/her.
5. Is consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors, and other employees.
6. Exhibit the “At Your Service” attitude, i.e., smiles, uses positive eye contact, friendly, open and approachable.
7. Respond quickly to children and/or parent/guardian’s request, refers to appropriate member of the care team, if necessary, and informs supervisor of actions taken.
8. Promote positive co-worker relationships, teamwork and cooperation.
9. Work collaboratively and is respectful of others.
10. Take individual responsibility for providing outstanding service quality.   

   STANDARD  7: Cultural Competencies

1. Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of

         disability, genders, ethnicity and races.

1. Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and

          welcoming environment.

1. Demonstrate the ability to successfully deliver culturally responsive services to students and families.

EDUCATION:

Special Educator I  o Bachelor’s Degree Required       Special Educator II  o Master’s Degree Required

Knowledge of o Early Childhood Education, Students with Disabilities B-2 years o Childhood Education, Students with Disabilities (Grades1-6) o Childhood Education, Students with Disabilities (Grades 5-9) o Childhood Education, Students with Disabilities (Grades7-12) o Students with Disabilities (All Grades)

EXPERIENCE AND SPECIAL SKILLS: New York State Certification in Special Education required.  Minimum one (1) year related experience to plan individual education plans to meet the special needs of each child preferred.

Prior special education teaching experience preferred.

Physical aspects may include but are not limited to lifting and transferring of a student.