Special Education Teacher - Structured Learning Class (SLC)

Frisco ISD•Plano, TX

About The Position

The Special Education Teacher in a Structured Learning Class (SLC) provides students with disabilities appropriate learning activities and experiences to support progress in intellectual, communication, emotional, social, physical, and self-help skills. The teacher develops modified curricula and instructional materials suited to each student’s ability level. SLC is a specially designed instructional setting for children with autism and/or other communication disorders who need support developing functional language and communication skills and functional behavior skills. Instruction begins with an emphasis on language, communication, and behavior at the preschool level, with greater emphasis on academic support and functional routines at the elementary and middle school levels. The structured classroom uses positive behavior supports and instructional strategies aligned with Applied Behavior Analysis. Students participate in activities with nondisabled peers, with appropriate support, to generalize skills learned in the SLC classroom. Classrooms are arranged to provide intensive specialized instruction at students’ prerequisite levels of the academic TEKS. The position works a 184-day work year and reports to the Campus Principal. The teacher collaborates with families and staff, develops and implements IEP-aligned instruction, monitors student progress, supports student growth and independence, and maintains a safe, structured classroom. The role also includes compliance documentation, professional development, and participation in meetings and committees.

Requirements

Bachelor’s degree.
Valid Texas teaching certificate in Special Education.
For PK positions: EC-6/PK and ESL certification.
For elementary positions: Elem Self Contained 1–8, or Generalist/Core EC–6 certification.
For middle school positions: Generalist/Core 4–8, or EC–6 certification.
Knowledge of the assigned academic subject.
Demonstrated proficiency in creating, implementing, and progress monitoring specially designed instruction.
Ability to individualize instruction to prepare students for participation in Least Restrictive Environments to the maximum extent possible.
Physical capability to implement student restraint as a last resort for safety.
Ability to maintain emotional control under stress.
Physical ability to frequently stand, stoop, bend, kneel, push, pull, lift, and transfer students to and from wheelchairs, and assist with positioning students with physical disabilities.

Nice To Haves

Minimum of three years of special education teaching experience is preferred.
Knowledge and experience working with students with emotional and behavioral challenges are preferred.

Responsibilities

Collaborate with parents and other staff to develop Individualized Education Programs through the ARD/IEP Committee process, including attending ARDC meetings.
Develop and implement lesson plans that meet students’ IEP requirements and reflect the District’s curriculum, with written evidence of preparation as required.
Prepare lessons with accommodations for differences in student learning styles and needs, including appropriate activities, materials, and equipment.
Use technology, including assistive technology, to strengthen teaching and learning.
Plan and supervise assignments for teaching assistants and volunteers.
Assess student achievement on an ongoing basis through formal and informal testing.
Model positive behavior and support the school district’s mission.
Help students develop independence and self-advocacy skills.
Assume responsibility for assigned extracurricular activities.
Create classroom environments that support learning and students’ physical, social, and emotional development.
Take necessary and reasonable precautions to protect students, equipment, materials, and facilities.
Provide positive behavioral supports in accordance with the Student Code of Conduct and Student Handbook.
Conduct conferences with parents, students, related service providers, principals, and teachers to maintain open communication.
Communicate effectively, verbally and in writing, with students, parents, and colleagues, and maintain professional relationships with colleagues, students, parents, and community members.
Compile, maintain, and file reports, records, and other documents required for District and TEA compliance.
Participate in professional development to improve job-related skills.
Keep informed of and comply with federal, state, District, and school regulations and policies related to special education services.
Attend and participate in faculty meetings and serve on staff committees as required.
Share responsibility for the health, safety, and confidentiality of students and adults, which may include implementing, supporting, and documenting behavioral intervention strategies and providing school health, related, and personal care services.