26 - ESS Special Education Generalist Teacher - Homebound - Limited Term

Pueblo School District 60•Pueblo, CO

3d•Onsite

About The Position

The primary responsibility of the ESS Homebound Teacher is to provide support to the instructional process by developing ESS students' success in academics, interpersonal skills, and activities of daily learning. This role performs instructional and related duties in accordance with District policies and terms of the teacher contract, while maintaining a cooperative attitude with staff, parents, and students. The mission of Pueblo School District 60 is to provide a high-quality education that assures each student the knowledge, skills, and dispositions to lead a life of purpose and impact. Employees support the community and thrive in connecting with our students by embracing the core values of the district.

Requirements

Valid Colorado Teaching License within 60 days from date of hire
Endorsement in applicable level of teaching (i.e Elementary or Secondary)
Teacher must be highly qualified in ESS through the following options: Endorsement on a Colorado teaching license in: Special Education Generalist or Special Education Specialist Endorsement or Trainable Child or Educable Mentally Handicapped, Multi-handicapped, Severe Needs Cognitive, Profound Needs
36 semester credit hours applicable to content area
Passing score on a State Board of Education approved content exam (currently the ETS Praxis Series)
Be eligible for a Teacher in Residence (TIR) or Alternative Licensing Program in content area
Employee must complete a fingerprint-based criminal background check and must be cleared by the Office of Human Resources
Must be able to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary

Nice To Haves

Experience in a Title I or low income setting
Experience with AVID implementation
Experience with Teach Like A Champion Strategies
Previous experience as a certified teacher

Responsibilities

Provide direct and indirect instructional support to students in a positive environment.
Employ special education strategies and techniques during instruction to improve the development of sensory and perceptual motor skills, language, cognition, and memory.
Confer with parents, administrators, testing specialists, social workers, and other professionals to develop and implement individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
Provide consultation to classroom teachers regarding classroom adaptions, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.
Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
Schedule team meetings and work cooperatively with child study team members and others in developing instructional goals and strategies.
Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
Serve as primary contact for parents.
Provide crisis intervention, as needed, for students and those in inclusive classrooms.
Assist in collection of data for providing appropriate classroom interventions.
Assist in preparation of data for local, state, and federal reports.
Participate in department, school, district, and parent meetings.
Perform any and all other duties as assigned by Building or Program Administrators.