Middle School Teacher – English/Language Arts
TERMS OF EMPLOYMENT
Length of position: 189 day contract per school year
Hours: 7:30 AM – 3:30 PM
Salary: Based on degree and experience
GENERAL DESCRIPTION
Provides classroom instruction to deaf and hard of hearing students in grades six through eight. Plans, develops, presents, modifies curricula. Prepares lesson plans and other instructional materials to student ability levels and in accordance with student’s Individual Educational Plan (IEP). Evaluates and documents appropriate data to monitor student progress and serve as an advisor/advocate for students in the Admission, Review, and Dismissal (ARD) process. Works in a self-contained, team, departmental, or itinerant capacity as assigned.
QUALIFICATIONS REQUIRED
Bachelor’s degree.
Appropriate valid Texas teaching certificate. Certifications may include deaf and hard of hearing (DHH) or a special education certification and certification in the subject and level of assignment or the ability to obtain a valid Texas certification within the prescribed time frame.
Sign Language – At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire
QUALIFICATIONS DESIRED
Proficient sign communication skills.
Master’s degree in special education, deafness, or in a related field
Texas Deaf Education Certification
Prior work experience in special education, deafness, or a related field.
Bachelor’s degree or content specialty certificate in preferred core content area subjects (e.g. English, Math, Science, Social Studies, etc.)
KNOWLEDGE, SKILLS, AND ATTRIBUTES
Instructional knowledge – knowledge of content; instructional methodologies, classroom management
Problem-solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors their own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas, and exhibits willingness to try new things.
SPECIFIC RESPONSIBILITIES
Creates a classroom environment conducive to learning and appropriate for the social, physical, intellectual, cultural, and emotional development of students.
Collaborates and attends meetings with students, parents, and other staff members to develop IEP through the ARD Committee process for each student assigned
Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned
Implements an instructional, therapeutic, and/or skill development program for assigned students and shows written evidence of preparation and implementation as required and determined by the IEP
Uses technology for teaching/learning process
Communicates effectively, as appropriate, with colleagues, students, parents, families, administrators, supervisors, and the public.
Works cooperatively with instructional team to regularly modify curricula as needed to assist students in their classroom assignments
Prepares and submits weekly lesson plans consistent with the established curriculum
Conducts assessment of student learning styles and uses results to plan for instructional activities
Manages student behavior in accordance with the code of conduct and individual behavior programs
Keeps informed of and complies with federal, state, and TSD school regulations and policies for special education teachers.
Compiles, maintains, and files all reports, records, and other documents required.
Establishes and maintain open lines of communication by conducting conferences with parents, students, principals, and other TSD staff
Keeps a parent apprised of student progress through parent-teacher conferences, emails, and phone contacts.