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Special Education Teacher- Imagine Avondale

SPECIAL EDUCATION TEACHER
QUALIFICATIONS: Bachelor's Degree from accredited university

Masters Degree Preferred
Valid Arizona teaching certificate, with required special
education endorsements for assignments
Knowledge of special needs of students in assigned area
Knowledge of Multidisciplinary Evaluation Team (MET)
process
Knowledge of Individual Education Plan (IEP) process,
development and implementation
Knowledge of general education curriculum and instruction
At least one year of successful teaching experience
preferred

REPORTS TO: Building Principal *

Director of Special Education *

JOB GOAL: Provide special education students with appropriate learning
activities and experiences designed to fulfill their potential for
intellectual, emotional, physical, and social growth. Develop
or modify curricula and prepare lessons and other
instructional materials according to ability levels. Work in
self-contained, collaborative, departmental, or itinerant
capacity as assigned.
PERFORMANCE RESPONSIBILITIES:
The Special Education Teacher shall:
1. Be knowledgeable and follow all of the federal, state and local policies and procedures
related to special education.
2. Prepare for and facilitate all annual IEP's and collaborate on all post re-evaluation IEP's.
This includes obtaining all appropriate IEP pages and preparing a draft, coordinating all
information to be discussed by the IEP Team such as previous AIMS and SAT 10
scores, all other Curriculum Based Measures, standardized assessments, progress on
previously developed IEP’s, disciplinary referrals, teacher progress reports, etc.
3. Implement an instructional, therapeutic, or skill development program for assigned
students and show written evidence of preparation as required.

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4. Plan and use appropriate instructional/learning strategies, activities, materials,
technology, and equipment that reflect accommodation for individual needs of students
assigned.
5. Facilitate learning in the classroom by maintaining discipline, encouraging participation,
using effective questioning strategies, and providing structure as appropriate to needs
of the students.
6. Evaluate and document student progress in a variety of ways and give constructive
feedback.
7. Create a classroom environment conducive to learning and appropriate to the physical,
social, and emotional development of students.
8. Collaborate with students, parents, and other staff members to develop 3-year MET
Reports and IEPs for each student assigned.
9. Establish and maintain rapport with the students; establish and maintain standards of
behaviors for individual students, manage student behavior and administer discipline
including behavior intervention according to the IEP.
10. Provide opportunities for students to explore life and career goals.
11. Access resource persons or specialists to provide guidance toward developing a plan
when working with a student with unique needs.
12. Maintain student records, document student progress on IEP’s, send special education
report cards on the same schedule as the general education report cards and ensure
the confidentiality of information pertaining to special education students.
13. When the case manager, within 48 hours, see to the provision of copies of the
appropriate sections of the IEP meeting to the professional staff working with the
student in other special education and general education settings (i.e.: BIP,
modifications, etc.)
14. Maintain contact with parents and other professional staff in regard to student
performance through activities such as parent-teacher conferences, progress reports,
letters, special education report cards, staffings, case management duties and IEP
Committee meetings.
15. Work effectively as a team member to identify the needs of the students; be able to
anticipate difficult situations for the student(s); and problem-solve solutions.
16. Plan and supervise purposeful instructional (non-clerical) assignments for teacher
aide(s).
17. Provide or supervise personal care and hygiene of students as stated in the IEP.

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18. Perform various administrative activities (e.g., attend campus faculty meeting, campus
and district staff meetings, order equipment and supplies, copy materials, coordinate
instructional department activities).
19. Serve as a resource to other staff regarding the needs of students (i.e.: collaborate on
IEP development, modifications, behavioral needs, etc).
20. Demonstrate behavior that is professional, ethical, and responsible.
21. Maintain professional development through such activities as classes, conferences,
seminars, workshops, and professional journals. Must attend all staff development
provided by district personnel in regard to federal, state and local procedures for special
education.
22. Take all necessary and reasonable precautions to protect students, equipment,
materials, and facilities.
23. Perform all other duties as deemed necessary by the Principal or designee.
DIFFICULTY OF WORK:
Considerable judgment, tact, patience, sensitivity, and flexibility are required to deal with students
from varied backgrounds and ability levels. Must be willing to manage difficult situations involving
dysfunctional student behavior. Creativity and adaptive thinking needed to match teaching
objectives, learning strategies, behavior management, and instructional plans with students' abilities.
Needs ability to communicate (verbal and written); ability to instruct and maintain emotional control
under stress. Needs to comply with all directives from Supervisors.
EVALUATION:
Performance of the position will be evaluated annually in accordance with the
requirements of State law and Imagine Charter Schools. The Principal and Special
Education Director will jointly develop summative evaluation.
Day to day supervision is the responsibility of principal with programmatic supervision
by the Director of Special Education.