Exceptional Child Instructor (LBD) @ DHS

TITLE: Exceptional Child Instructor (LBD)QUALIFICATIONS: Possess Valid Kentucky Teaching CertificationREPORT TO/EVALUATED BY: Special Education Director/PrincipalLENGTH OF EMPLOYMENT: 187 days per yearBASIC FUNCTION:To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.REPRESENTATIVE DUTIES:Develop lesson plans/units of study based upon appropriate academic expectations/student goals/school objectives/student needs and goals.Identifies targeted academic expectations in lesson/unitMatches activities/learning experiences to academic expectationsSelects appropriate materials/media/technologies for lesson presentationIncludes student activities that address various student learning styles/intelligence skillsUses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research/solve problems.Plans activities to make effective use of class/instructional time availableIncorporates performance-based assessmentsIdentifies school and community resourcesDesigns instructional units and student activities that integrate knowledge and skills from more than one disciplineInvolves student, when appropriate, in designing student activitiesDesigns instructional activities and themes of interest to studentsDesigns or uses projects, manipulative, and simulations to provide "real life" experiencesCollaborates with others (students, teachers, parents) to develop, design, deliver and align curriculum to meet the identified needs of students, school, district and communityFormulates academically-relevant and essential questionsProvides for learning experiences that parallel that which students are ready to learn and do Develop a positive learning climate and arrange physical environment to enhance learning and delivery of instructionArranges environment to accommodate individual, small group, and large-group activitiesAlters physical arrangement to match planned activities/students' needsMaintains a safe/functional environment that minimizes barriers to learningMaintains positive student-teacher interactionsDisplays sensitivity when dealing with students and othersInteracts positively with students, colleagues, parents, and community members Implements instructional units/lesson plansProvides time and activities for all students to apply knowledge/practice skillsUses appropriate questioning techniques to assist students in problem-solving,developing critical thinking, and in formulating accurate responsesUses appropriate response techniques when responding to student's answers in order to maximize learningDemonstrates and enhances subject knowledge by providing examples of accurate, up-to-date information/practices/proceduresProvides opportunities for individual and cooperative learning experiencesInvolves all students in learning opportunitiesEmphasizes/repeats essential ideas, concepts, procedures throughout instructionBrings closure to unit/activity that reinforces learningEncourages students to apply learning in "real-life" settingReinforces student learning with specific academic praiseCommunicates/displays specific learner expectations and desired resultsConnect student activities/lesson objectives to "real life" applicationsIncludes appropriate uses of media and technologiesMakes smooth, clear transitions between activitiesProvides connections to students activities that are based upon prior learning,students' backgrounds and experiences, and future aspirations Demonstrates abilities and techniques to improve instructional/learning by using a variety of assessment proceduresProvides students immediate and specific feedback on a consistent basisProvides feedback that is meaningful and timelyIncorporates comprehension checks of understanding by circulating throughout the room, interacting with students; asking questions, observing students, and guiding students' practices/activitiesAnalyzes assessment results to improve/revise instructionMakes adjustments in assessment and instructional techniques for diversities(social, physical cultural)Provides opportunities for student analysis of unit/lesson activities(reflections, assists in developing scoring guides, etc.)Uses a variety of assessment techniques to evaluate student performances (open response items, performance events, portfolio entries, standardized tests, group participation, etc.) Manages students' behaviors in order to maximize teaching and learning opportunitiesEstablish/maintain behavioral expectations (class rules) of studentsMonitors students' behaviors according to local school/district policies and proceduresReinforces acceptable student behaviors with genuine, specific praiseHolds each student accountable for his/her own behaviorsManages disruptive behavior constructively while maintaining instructional momentumDemonstrates fairness and consistency when managing disruptive behaviors and enforces consequencesUse gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behaviors Communicates positively/effectively with students, colleagues, parents and othersSpeaks directly and clearlyProvides clear instructionsShares student expectations, criteria for assessment, student progress with students and parents in meetings, conferences, written progress reports, etc.Makes effective use of non-verbal cues, expressions, gestures, etc. Seek and complete professional growth opportunities/activities to improve instructionEvaluates self to identify needs for instructional improvementDevelops/reviews a professional growth plan congruent with school/district/KERAGoals and missionsReviews professional growth plan annually and revises plan as needs/goalschangeParticipates in professional development activities (continuing education,workshops, seminars, action-based research, teacher networks, etc.)Shares instructional materials, information, ideas with colleaguesStrives to improve instruction on a consistent basisMaintains appropriate confidentiality regarding students' behaviors andperformancesEncourages professional growth of peersUses appropriate language in the presence of students Meets local school district job expectations and requirements in job descriptionsFollows proper channels to address issues and problemsMeets assigned time frames as stipulatedServes on various school/district committeesFollows school/district policies and procedures including employee time andattendancePerforms other (out-of-class) duties consistent with contract/job expectationsImplements specially designed instruction according to I.E.P.Correlates IEP objectives with lesson plansServes as a consultant/resource to regular education teachersProvides appropriate information on special needs students to other school personnel, e.g. strength, weaknessesConsults with teachers regarding pre-referral collaboration techniques for at-risk students in the regular classroomDevelops IEP objectives which correspond with present levels of student performance and allow for continuous student progressComplete required due process paperwork efficiently and correctlyAssist with evaluationsPerform other related duties as assigned by the immediate supervisorPHYSICAL DEMANDS: 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.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 pounds. The employee is directly responsible for safety, well-being, or work output of other people.Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.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 the essential functions.The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.The Danville Board of Education does not discriminate on the basis of age, sex, race, color, marital status, national origin, religion, veteran's status or disability in hiring practices. Danville Schools are an Equal Opportunity School System.The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.