School Year:
2025 - 2026
Working Calendar Days:
189 Days
Salary Range:
See Certified Placement Schedule
Benefited Status:
Benefited Position - Tier 1
Purpose Statement
The job of Teacher - ESS (Exceptional Student Services) is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' success in academics, interpersonal skills and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.
This job reports to Principal
Essential Functions
- Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
- Administers developmental testing programs, subject specific assessments, etc. (e.g. Brigance, Woodcock Johnson, DIBELS, AZELLA, etc.) for the purpose of assessing student competency levels and/or developing individual learning plans.
- Administers, under supervision, first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
- Advises parents and/or legal guardians of student progress (e.g. IEP updates, progress reports, report cards, behavioral plans, etc.) for the purpose of communicating expectations; student's achievements; developing methods for improving and/or reinforcing classroom goals in the home environment.
- Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents and administration.
- Assists in developing procedures and training materials for district staff involved with students with one or more handicapping conditions for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
- Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of ensuring the provision of special education services in accordance with students' IEP in the LRE and in accordance with school district, state and federal requirements.
- Counsels students for the purpose of improving performance, daily living skills, health status, problem solving techniques and a variety of personal issues.
- Demonstrates methods required to perform classroom and/or subject specific assignments and personal daily living skills for the purpose of providing an effective program that addressing individual student requirements.
- Directs paraprofessionals, student teachers, co- teachers, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
- Implements academic, behavior, health and nutrition plans (e.g. literacy activities, stories, songs, math/science activities, IEP objectives, etc.) for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study and ensuring compliance with regulatory requirements.
- Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
- Manages student behavior in a variety of educational environments (e.g. classroom, playground, field trips, hallways, cafeteria, etc.) for the purpose of providing a safe and positive learning environment.
- Models conversation, manners, clean up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
- Monitors students behaviors in a variety of educational environments (e.g. classroom, playground, field trips, hallways, cafeteria, etc.) for the purpose of providing a safe and positive learning environment.
- Participates in a variety of meetings (e.g. IEP teams, grade level meetings, committees, Promethean board training, Eureka Math training, etc.) for the purpose of conveying and/or gathering information required to perform functions.
- Prepares a variety of written and electronic materials (e.g. grades, attendance, anecdotal records, IEP goals and objectives, student records, intervention and treatment plans, etc.) for the purpose of documenting student progress and meeting mandated requirements and timelines.
- Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code and school policies.
- Researches variety of program related information (e.g. service delivery models, assessment instruments, state and federal legal requirements, etc.) for the purpose of maintaining up-to-date-knowledge in the field of special education and evaluating compliance requirements impacting on district operations.
- Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Responds to inquires from a variety of sources (e.g. other teachers, parents, administrators, therapists, etc.) for the purpose of resolving issues, providing information and/or direction.
- Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
- Administers developmental testing programs, subject specific assessments, etc. (e.g. Brigance, Woodcock Johnson, DIBELS, AZELLA, etc.) for the purpose of assessing student competency levels and/or developing individual learning plans.
- Administers, under supervision, first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
- Advises parents and/or legal guardians of student progress (e.g. IEP updates, progress reports, report cards, behavioral plans, etc.) for the purpose of communicating expectations; student's achievements; developing methods for improving and/or reinforcing classroom goals in the home environment.
- Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents and administration.
- Assists in developing procedures and training materials for district staff involved with students with one or more handicapping conditions for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
- Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of ensuring the provision of special education services in accordance with students' IEP in the LRE and in accordance with school district, state and federal requirements.
- Counsels students for the purpose of improving performance, daily living skills, health status, problem solving techniques and a variety of personal issues.
- Demonstrates methods required to perform classroom and/or subject specific assignments and personal daily living skills for the purpose of providing an effective program that addressing individual student requirements.
- Directs paraprofessionals, student teachers, co- teachers, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
- Implements academic, behavior, health and nutrition plans (e.g. literacy activities, stories, songs, math/science activities, IEP objectives, etc.) for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study and ensuring compliance with regulatory requirements.
- Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study.
- Manages student behavior in a variety of educational environments (e.g. classroom, playground, field trips, hallways, cafeteria, etc.) for the purpose of providing a safe and positive learning environment.
- Models conversation, manners, clean up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
- Monitors students behaviors in a variety of educational environments (e.g. classroom, playground, field trips, hallways, cafeteria, etc.) for the purpose of providing a safe and positive learning environment.
- Participates in a variety of meetings (e.g. IEP teams, grade level meetings, committees, Promethean board training, Eureka Math training, etc.) for the purpose of conveying and/or gathering information required to perform functions.
- Prepares a variety of written and electronic materials (e.g. grades, attendance, anecdotal records, IEP goals and objectives, student records, intervention and treatment plans, etc.) for the purpose of documenting student progress and meeting mandated requirements and timelines.
- Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code and school policies.
- Researches variety of program related information (e.g. service delivery models, assessment instruments, state and federal legal requirements, etc.) for the purpose of maintaining up-to-date-knowledge in the field of special education and evaluating compliance requirements impacting on district operations.
- Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Responds to inquires from a variety of sources (e.g. other teachers, parents, administrators, therapists, etc.) for the purpose of resolving issues, providing information and/or direction.
- Supports classroom teachers, therapists, etc. for the purpose of assisting them in the implementation of intervention and treatment techniques/or individual student plans.
Other Functions
- Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; tracking budget expenditures. utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 30% sitting, 30% walking, and 40% standing. The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.
Experience Job related experience is required.
Education Bachelors degree in job-related area.
Equivalency:
Certificates Continuing Educ./Training
Designated Subject Matter Endorsement Maintains Certificates and/or Licenses
Teaching Credential
Clearances
Criminal Justice Fingerprint/
Background Clearance
FLSA Status Approval Date
Exempt May 12, 2014
