Job Description:

Positions available at Sahuarita High School, Walden Grove High School, Sahuarita Digital Pathways Academy, Sahuarita Middle School and the Early Childhood Center. 

Develops and implements a curriculum program consistent with district educational goals and objectives and student IEP programming (as governed by the Individuals with Disabilities Education Act).
 
ESSENTIAL FUNCTIONS  

• Serves as case manager responsible for coordinating the development, monitoring, and implementation of student's Individual Education Plan (IEP), including any relevant Behavior Intervention Plan.
• Maintains accurate and confidential records of all assigned students (including, but not limited to, grades and progress monitoring).
• Establishes, maintains and promotes a classroom atmosphere which ensures the emotional and physical safety and well-being of students and emphasizes mutual respect, self-worth, self-discipline, cooperation, consideration and responsibility.
• Assesses student needs and develops, implements and evaluates daily lesson plans for students to include scheduled activities and materials. Modifies instructional program to meet the needs of each child.  Designs and implements all specially-designed instruction as indicated in the students’ IEPs.
• Utilizes and implements classroom management techniques to maintain organization, orderliness and student safety, and a productive learning environment. Utilizes positive reinforcement to maximize desired behavior and educational outcomes.
• Develops a comprehensive instructional plan for assigned students.  Maps, schedules, observes and assigns Special Education Paraprofessional/s as needed to ensure student services.
• Consults with regular education classroom teacher and other stakeholders to foster supportive practices in the classroom and on campus.  Collaborates on curriculum modifications, accommodations and intervention strategies, as needed.
• Ensures that parents are informed of methods of evaluation used to inform instruction and document progress.
• Collaborates with parents and relevant providers in development and provision of educational programming for students.
• Develops Transition Plans for students, if appropriate.  This may include explicit instruction in vocational skills, job shadowing, job skills, college and career readiness, safety and community awareness.
• Adheres to all court orders, state and federal regulations, and Governing Board policies (in general and especially as related to Special Education programming and services).
• Other duties as assigned.

QUALIFICATIONS  

A.  REQUIRED EDUCATION, TRAINING & EXPERIENCE

·         Arizona Special Education Teaching Certificate

·         Structured English Immersion (SEI) Endorsement

·         Appropriate Endorsement/Approved Area Arizona

·         IVP Fingerprint Clearance Card

 
B. COMMITMENT & DEPENDABILITY

·         Willingness to perform as an integral member of a successful team;

·         Dedication to providing the highest level of service;

·         Willingness to adhere to policies and procedures.

 
  PERFORMANCE EXPECTATIONS  

MARGINAL FUNCTIONS

Order classroom supplies and instructional materials.

MENTAL TASKS

Communicate – verbally and in writing. Read. Analyze.  Evaluate. Manage. Promote Learning. Ensure safety. Observe.

PHYSICAL TASKS

Work involves sitting for extended periods of time, moving from one location to another, reaching, stooping, bending, and holding, lifting and grasping objects.

EQUIPMENT, AIDS, TOOLS, MATERIALS

Uses projector, whiteboard, whiteboard markers, and other office or instructional equipment, such as telephones, fax-machines, computers, document cameras and associated technology.

WORKING CONDITIONS

Indoor classroom environment. Outdoor school campus and community environments. Contact with the public, colleagues, students and families. Confident and comfortable implementing instruction and interventions via digital platforms, including Google Meet, Google Classroom and SeeSaw.

CONTROL, SUPERVISION

Monitor students, volunteers, inclusion assistants, special education aides in the classroom, throughout the school campus,  and in the community (as appropriate; e.g. field trips, community-based instruction).

REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
EVALUATION PROCEDURE:  In accordance with provisions specified in Governing
Board policy.

COMMENTS: 

Position may be moved between district school sites based on student need.
 
SUPERVISION RECEIVED:  Reports to school/site administration
 
SUPERVISORY RESPONSIBILITY:  Some