TITLE: Exceptional Child Instructor (LBD)
QUALIFICATIONS: Possess Valid Kentucky Teaching Certification
REPORT TO/EVALUATED BY: Special Education Director/Principal
LENGTH OF EMPLOYMENT: 187 days per year
BASIC FUNCTION:
To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.
REPRESENTATIVE DUTIES:
- Develop lesson plans/units of study based upon appropriate academic expectations/student goals/school objectives/student needs and goals.
Identifies targeted academic expectations in lesson/unit
Matches activities/learning experiences to academic expectations
Selects appropriate materials/media/technologies for lesson presentation
Includes student activities that address various student learning styles/intelligence skills
Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research/solve problems.
Plans activities to make effective use of class/instructional time available
Incorporates performance-based assessments
Identifies school and community resources
Designs instructional units and student activities that integrate knowledge and skills from more than one discipline
Involves student, when appropriate, in designing student activities
Designs instructional activities and themes of interest to students
Designs or uses projects, manipulative, and simulations to provide “real life” experiences
Collaborates with others (students, teachers, parents) to develop, design, deliver and align curriculum to meet the identified needs of students, school, district and community
Formulates academically-relevant and essential questions
Provides for learning experiences that parallel that which students are ready to learn and do
- Develop a positive learning climate and arrange physical environment to enhance learning and delivery of instruction
Arranges environment to accommodate individual, small group, and large-group activities
Alters physical arrangement to match planned activities/students’ needs
Maintains a safe/functional environment that minimizes barriers to learning
Maintains positive student-teacher interactions
Displays sensitivity when dealing with students and others
Interacts positively with students, colleagues, parents, and community members
- Implements instructional units/lesson plans
Provides time and activities for all students to apply knowledge/practice skills
Uses appropriate questioning techniques to assist students in problem-solving,
developing critical thinking, and in formulating accurate responses
Uses appropriate response techniques when responding to student’s answers in order to maximize learning
Demonstrates and enhances subject knowledge by providing examples of accurate, up-to-date information/practices/procedures
Provides opportunities for individual and cooperative learning experiences
Involves all students in learning opportunities
Emphasizes/repeats essential ideas, concepts, procedures throughout instruction
Brings closure to unit/activity that reinforces learning
Encourages students to apply learning in “real-life” setting
Reinforces student learning with specific academic praise
Communicates/displays specific learner expectations and desired results
Connect student activities/lesson objectives to “real life” applications
Includes appropriate uses of media and technologies
Makes smooth, clear transitions between activities
Provides connections to students activities that are based upon prior learning,
students’ backgrounds and experiences, and future aspirations
- Demonstrates abilities and techniques to improve instructional/learning by using a variety of assessment procedures
Provides students immediate and specific feedback on a consistent basis
Provides feedback that is meaningful and timely
Incorporates comprehension checks of understanding by circulating throughout the room, interacting with students; asking questions, observing students, and guiding students’ practices/activities
Analyzes assessment results to improve/revise instruction
Makes adjustments in assessment and instructional techniques for diversities
(social, physical cultural)
Provides opportunities for student analysis of unit/lesson activities
(reflections, assists in developing scoring guides, etc.)
Uses a variety of assessment techniques to evaluate student performances (open response items, performance events, portfolio entries, standardized tests, group participation, etc.)
- Manages students’ behaviors in order to maximize teaching and learning opportunities
Establish/maintain behavioral expectations (class rules) of students
Monitors students’ behaviors according to local school/district policies and procedures
Reinforces acceptable student behaviors with genuine, specific praise
Holds each student accountable for his/her own behaviors
Manages disruptive behavior constructively while maintaining instructional momentum
Demonstrates fairness and consistency when managing disruptive behaviors and enforces consequences
Use gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behaviors
- Communicates positively/effectively with students, colleagues, parents and others
Speaks directly and clearly
Provides clear instructions
Shares student expectations, criteria for assessment, student progress with students and parents in meetings, conferences, written progress reports, etc.
Makes effective use of non-verbal cues, expressions, gestures, etc.
- Seek and complete professional growth opportunities/activities to improve instruction
Evaluates self to identify needs for instructional improvement
Develops/reviews a professional growth plan congruent with school/district/KERA
Goals and missions
Reviews professional growth plan annually and revises plan as needs/goals
change
Participates in professional development activities (continuing education,
workshops, seminars, action-based research, teacher networks, etc.)
Shares instructional materials, information, ideas with colleagues
Strives to improve instruction on a consistent basis
Maintains appropriate confidentiality regarding students’ behaviors and
performances
Encourages professional growth of peers
Uses appropriate language in the presence of students
- Meets local school district job expectations and requirements in job descriptions
Follows proper channels to address issues and problems
Meets assigned time frames as stipulated
Serves on various school/district committees
Follows school/district policies and procedures including employee time and
attendance
Performs other (out-of-class) duties consistent with contract/job expectations
Implements specially designed instruction according to I.E.P.
Correlates IEP objectives with lesson plans
Serves as a consultant/resource to regular education teachers
Provides appropriate information on special needs students to other school personnel, e.g. strength, weaknesses
Consults with teachers regarding pre-referral collaboration techniques for at-risk students in the regular classroom
Develops IEP objectives which correspond with present levels of student performance and allow for continuous student progress
Complete required due process paperwork efficiently and correctly
Assist with evaluations
Perform other related duties as assigned by the immediate supervisor
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 pounds. The employee is directly responsible for safety, well-being, or work output of other people.
Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.
The Danville Board of Education does not discriminate on the basis of age, sex, race, color, marital status, national origin, religion, veteran’s status or disability in hiring practices. Danville Schools are an Equal Opportunity School System.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.