Title: SPED High School Transition Program Teacher

Licenses/Endorsements (Must be highly qualified or able to become highly qualified in the area assigned according to NCLB laws):  

Required

• Current Oregon licensure with Special Education Endorsement

• Valid Oregon Driver’s License

Preferred 

• Bilingual in English/Spanish with ESOL endorsement 

PURPOSE: The position of High School Special Education Transition Teacher is to develop students’ success in academics, interpersonal skills, and daily living activities by working collaboratively with school staff, families, caregivers, and community members in the implementation of district-approved curriculum.  The Transition Teacher must develop lesson plans and instructional techniques while addressing the specific educational needs of students. They will assist with the planning of job avenues,completion of job applications, and learning of basic life skills within the community, and document student progress/outcomes in those areas.  The Transition Teacher position is intended to provide support that connects students to school resources and their community.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Meeting the standards of Competent and Ethical Performance as outlined in the Oregon Administrative Rules (OARS 584-020-000 to 584-020-045). The following are examples of essential duties and responsibilities; however, any one position may not cover all the duties listed, and examples may not cover all the duties an employee is expected to perform.

• Create and model a learning environment conducive for all students to grow and succeed academically, socially, and emotionally. 
• Effectively work with and respond to all students, families, caregivers, and community members from all cultures and backgrounds.
• Works collaboratively with community agency representatives to provide information sessions for students and parents, conduct eligibility and application activities, and work to transition students from public school services and supports to adult services and supports
• Participate in transdisciplinary team meetings, multidisciplinary staffings, annual reviews, parent conferences, and faculty meetings.

• Plan, implement, and track progress across a program of study and specially designed instruction following state and district goals, curriculum, and requirements for students identified with a broad range of disabilities through an Individualized Education Plan (IEP).

• Comply with all district policies/procedures and state/federal laws to perform to district and legal expectations.
• Observe special education processes and requirements, including progress reporting, data collection, and other procedural work.
• Maintain accurate, complete, and confidential records as required by law, district policy, and administrative regulations.

• Collaborate and consult with regular education teachers and community members to adapt/modify instructional programs
• Provide services for the needs of students upon placement in special education, demonstrating methods required to provide an effective school program that addresses the needs of individual students.
• Coordinate the evaluation of students referred to special education (including both initial and three-year evaluations) with district specialists in order to evaluate student ability, progress and eligibility for special education under IDEA.

• Participate in and facilitate various meetings (e.g., IEPs, Student Staffing Team, etc.) to convey and gather student information.
• Ensure that eligibility and IEP meetings are scheduled with all mandated participants in attendance to adhere to and meet state and federal guidelines.
• Advise parents/guardians of their procedural safeguards and due process rights under IDEA.
• Develop and use data-based progress-monitoring systems to track student performance.
• Collaborate with school staff to develop and implement behavior support plans, utilizing best practices in classroom management strategies to provide safe and optimal learning environments and monitor progress toward positive behavior goals.
• Manage and organize time to complete required special education paperwork in accordance with state and federal guidelines.
• Establish, foster, and maintain open lines of communication with parents/guardians, school staff, and district specialists regarding students' academic and behavioral progress.  
• Utilize technology as it relates to job responsibilities.
• Respect confidential information and the privacy of students, staff, and parents.
• Demonstrate team leadership skills for a group of paraprofessionals including training, organizing, and coordinating their work

GENERAL PERFORMANCE REQUIREMENTS:

• Reflect upon own teaching performance and accept/ implement supervisory feedback to improve student skills and services.
• Take responsibility for pursuing and evaluating your professional growth.
• Attend and participate in building staff meetings and district inservice meetings In accordance with the collective bargaining agreement, and participants must participate in activities related to school functions and the education process outside the regular agreement.
• Work collaboratively with school personnel to meet all students' diverse social and academic needs.
• Performing courteously and efficiently builds the confidence of staff, students, and the public, enhances regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following designated work schedules.
• Plan and manage projects.
• Prepare and maintain records
• Observe laws, district policies and procedures, and professional standards for this position.
• Continued development of job skills is necessary to meet changes in the position.
• Maintain personal appearance and hygiene appropriately as defined by the district.
• Meet applicable district physical ability/health and safety guidelines for the position.

QUALIFICATIONS: An individual must be able to perform the above essential duties satisfactorily. In addition, the requirements listed below are representative of, but not limited to, the knowledge, skill, and ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• Valid Oregon teacher’s license with appropriate special education endorsement and grade level authorization. (See ¨Licenses/Endorsements¨ above.)
• Experience with and knowledge of students with a wide range of disabilities.
• Knowledge of state and federal special education regulations and procedures regarding referral, identification, evaluation, placement, and provision of a free, appropriate education.
• Familiarity with various instructional, assessment, and behavior management strategies that reflect current research on best practices.
• Familiarity with state standards and curriculum frameworks.
• Knowledge and experience with differentiated instruction and transition requirements under IDEA.
• Effective oral and written communication skills.
• Ability to exhibit professionalism and effective human relations when working as a team.
• Ability to facilitate meetings and collaboration efforts with staff and community.
• Ability to travel among district facilities as needed, and, if driving, the ability to meet district driving standards.
• Adherence to safety practices.

PHYSICAL DEMANDS: The physical demands described here are representative of those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

• Frequent or prolonged standing, walking, and sitting.
• Crouching to work with younger students or those wheelchair-bound.
• Moderate to high noise level.
• Frequent and prolonged talking/listening in conversations/meetings.
• Requires accurate perceiving of sound, near and far vision, and depth perception.
• Requires handling and working with a variety of materials and objects.
• Work may occasionally involve lifting/carrying objects weighing 25-50 pounds.
• Work may require lifting or assisting in lifting a student or physically restraining a student from harming self or others.
• Possible exposure to bodily fluids due to student injury or illness.
• Possible exposure to bodily harm due to student behaviors.
• Exposure to a variety of chemicals comprising instructional and art supplies and materials.

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 essential functions.

• This position is primarily performed indoors in school buildings, although some outdoor instruction and supervision are required.
• This position involves working in close proximity to groups of children and adults.
• This position may require traveling to more than one work sites.
• Evening and extended work hours may be required.

NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) whenever it deems advisable