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:

 

1. 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

2. 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

3. 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

 

4. 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.)

 

5. 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

6. 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.

 

1. 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

 

1. 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.