OPENS: 06/07/2024

CLOSES: Until Filled

JOB TITLE: Life Skills Teacher

REPORTS TO: Campus Director

DEPT. / SCHOOL:  Academic / Bob Hope School / Baytown

WAGE / HOUR STATUS: Exempt/Full Time

PAY GRADE:  2024-2025 Teacher Salary Schedule (prorated for number of days employed)

 

PRIMARY PURPOSE:

To provide educational services to students with disabilities, responsible for planning, developing, delivering, and evaluating appropriate individualized educational services, learning programs and instruction in both self-contained and integrated settings in consultation with other school personnel.?

 

QUALIFICATIONS:

Education:

• Bachelor’s degree from accredited university
• Valid Texas teaching certificate with required endorsements for subject and level assigned
• Demonstrate competency in the core academic subject area assigned
• Valid Texas Special Education certification

 

Special Knowledge/Skills:

• Knowledge of core academics subjects assigned
• General knowledge of curriculum and instruction
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills
• Knowledge of local, state, and federal regulations and policies affecting special education
• Knowledge of current special education practices and methodologies
• Knowledge of educational technology applications
• Ability to remain flexible and adapt to changing demands

 

MAJOR RESPONSIBILITIES AND DUTIES

 

Planning and Preparation 

The life skills teacher understands the philosophical, historical, and legal foundations of special education. Additionally, teacher understands how students differ in their approaches to learning; creates instructional opportunities that are adapted to diverse learners; understands instructional planning; and designs instruction based on knowledge of the discipline, student, community, and curriculum goals; of all students ages three through twenty-one. In planning and preparation, the teacher demonstrates knowledge of content, students, instructional outcomes, resources, instructional practice, and designing assessments.  

 

1. Develops short and long-range plans consistent with curriculum goals, learners’ diversity, and learning theory. 
2. Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range. 
3. 3. Understands issues in definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds. 
4. 4. Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior, and learning; with knowledge about the impact of language disorders, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior. 
5. 5. Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (e., domestic, recreation/leisure, vocational, and community).
6. 6. Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student’s individual needs. 
7. 7. Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student's individual needs.
8. 8. Maintains and inventories curriculum and assistive/adaptive technology. 
9. Prepares all required paperwork for students Admission, Review and Dismissal (ARD) meeting within timelines.
10. Attends and participates in ARD meetings on a regular basis.

Instructional Strategies 

The life skills teacher understands the central concepts and methods of inquiry; uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills; and creates learning experiences that make content meaningful to all students. Additionally, teacher understands the educational assessment process and uses various assessment strategies to support the continuous development of all students. 

 

1. Develop and implement lesson plans that fulfill the requirements of district’s curriculum program and show written evidence of preparation as required.  Prepare lessons that reflect accommodations/modifications for differences in individual student differences.
2. Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the needs of students’ assigned and present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.
3. Conduct formal/informal assessments of assigned students and use results to plan instructional activities. Work cooperatively with special education director/teachers to modify curricula as needed for special education students according to guidelines established in the Individualized Education Program (IEP).
4. Adapt to changing demands by planning, preparing, and adjusting teaching instruction for distance learning.
5. Provide academic instruction to students with disabilities in a variety of subjects using evidence-based techniques such as multisensory learning, repetition, or phonetics. 
6. Uses instructional time effectively and efficiently, while facilitating the integration of related services into the instructional program. 
7. Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication appropriate to each student. 
8. Implements strategies for assessing students’ skills within curricular areas including academic, social, and vocational. 

 

Student Growth and Development 

1. Conduct ongoing assessment of student achievement through formal and informal testing.
2. Assume responsibility for extracurricular activities as assigned.
3. Sponsor outside activities approved by the Campus Director.
4. Be a positive role model for students; support mission of the school district.
5. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

 

Classroom Management and Organization 

The life skills teacher uses an understanding of individual, group motivation and behavior to create a learning environment that encourages positive social interaction, respect, and rapport. This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and student behavior. 

 

1. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior through monitoring, supervising, and assessing behavioral patterns and when necessary develop and implementing a behavior intervention plan based upon results of the functional behavior assessment in accordance with students’ IEPs.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
4. Assist in selecting books, equipment, and other instructional materials.
5. Compile, maintain, and file all reports, records, and other documents required.
6. Plan, develop and implement individualized learning plans for each student.
7. Use technology to strengthen the teaching/learning process.
8. Maintain an accurate and up-to-date grade book and at any specified time student grade information can be produced.
9. Abide by the school’s grading policy.
10. Maintain records of student attendance and performance.
11. Keep records of all special needs students that adhere to local, state, and federal guidelines to remain compliant.
12. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
13. Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned

 

Communication 

1. Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.
2. Assist parents with understanding and supporting educational objectives, learning expectations and behavioral standards.
3. Provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner. ?
4. Maintain a professional relationship with colleagues, students, parents, and community members.
5. Communicate educational plans to parents, teachers, administrators, social workers, and others involved with the student’s progress in concordance with report cards.

 

Professional Growth and Development 

The life skills teacher understands teaching as a profession, maintains standards of professional conduct, and provides leadership to improve students’ learning and well-being. The special education teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. 

 

1. Participate in staff development activities to improve job-related skills.
2. Comply with state, district, and school regulations and policies for classroom teachers.
3. Attend and participate in faculty meetings and serve on staff committees as required.
4. Maintain a current knowledge of special education best practices and trends.

 

Supervisory Responsibilities 
1. Direct the work of assigned instructional aides, attendants, and volunteers. 

 

Professional 

1. Maintain regular attendance.
2. Check and respond to e-mail and voice mail daily.
3. 3. Model behavior that is professional, ethical, and responsible.
   4. Participate in professional development to improve skills related to job assignment.
4. Uphold and enforce all school policies and state regulations.
5. Maintain confidentiality. Does not discuss children or their families outside of the school.
6. Understands the importance of the teacher serving as a role model and advocate for all students. 

 

Other 

1. Participate in staff development activities to improve job-related skills.
2. 2. Perform other duties as may be assigned.

 

WORKING CONDITIONS

Equipment Used:

Standard office equipment including personal computer and peripherals including specialized equipment that is particularly unique to the assignment.

 

Mental Demands:

Work with frequent interruptions; Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; maintain emotional control under stress.

 

Physical Demands/Environmental Factors:

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.

 

1. Frequent standing, sitting, bending/stooping, twisting, kneeling, pushing/pulling, and minor lifting.
2. Repetitive hand motions, frequent keyboarding and use of mouse.
3. May have exposure to biological hazards.
4. Occasional lifting and carrying (under 50 pounds)

 

This job description has been reviewed to ensure that essential functions and basic duties have been included.  It is intended to provide guidelines for job expectations and the employee's ability to perform the position described.  It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities.  Additional functions and requirements may be assigned by supervisors as deemed appropriate.  This document does not represent a contract of employment, and the District reserves the right to change this job description and/or assign tasks for the employee to perform, as the District may deem appropriate.

 

ABOUT BOB HOPE SCHOOL
Bob Hope School is a growing open-enrollment public charter school (non-profit) providing parents a choice in their child's education.  Bob Hope Elementary is a Montessori / Dual-Language campus.  Instruction is conducted in a two-way immersion program, where teachers fluent in English teach ELA and those fluent in Spanish teach SLA and are supported by teacher aides with a strong command of both languages. Campuses are located in Port Arthur, Beaumont, and Baytown, Texas.  The Hughen Center, Inc. is the charter holder of Bob Hope School. 

 

Bob Hope School provides equal employment opportunity for all applicants and employees. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.