2018-2019 Resource Specialist Teacher

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2018-2019 Resource Specialist Teacher

Posted date
May 16, 2018
School level

Oakland, CA

Employment Type

The position of Resource Specialist, under the direct supervision of the chief school site Administrator and/or designee, will support students with Individual Education Plans in general education; will provide pull-out and/or push-in intensive instruction and academic skills support; provide case-management for students with IEPs; including preparing all IEP documents, scheduling and chairing IEP meetings, and collaborating with staff and parents

DIRECTLY RESPONSIBLE TO: Chief Site Administrator and/or Designee

• Administers norm-referenced academic assessments for all initial and triennial assessments
• Conducts curriculum-based assessments to measure progress on annual goals.
• Supports students to acquire and maintain good academic organizational skills.
• Collaborates with staff and parents regarding the needs and progress of students on IEP and academic goals
• Creates and maintains records, files, and reports as required by federal, state, and SELPA regulations.
• Participatesin the pre-referral process, including attending Student Success Team meetings as appropriate.
• Communicates with general education staff to ensure that all accommodations and modifications listed on the IEP are understood by all general education providers and are appropriately implemented within the general education environment.
• Teaches basic perceptual and academic skills on the level of the pupil’s emotional, physical, and intellectual needs as determined by IEP Team.
• Instructs students who are academically deficient in relation to their ability and who exhibit behavioral, neurological, and/or emotional problems of such severity that satisfactory
progress cannot be expected in the regular classroom.
• Provides individualized and small group instruction in academic areas and other areas as identified by student’s annual goals.
• Develops student competencies that promote personal hygiene, social skills, physical development, safety skills and vocational awareness, as needed by each individual student.
• Provides support services to the regular classroom where students are integrated.
• Writes IEP’s and annual re-evaluation reports of each student.
• Performs other related duties as assigned.

Knowledge of:
• Principles, theories, practices, methods and techniques used in curriculum development, lesson planning and classroom instruction for students with special needs
• Curriculum expectations for subject(s) being taught.
• IEP processes, development and implementation
• Applicable sections of the State Education Code, District and AIMS Policies and other applicable laws related to special education students
• Current trends and research concerning the growth and development of special education students.
• Federal, State and District standardized and special education assessment requirements.

Ability to:
• Adapt plans and instructional delivery to meet the differentiated needs of students.
• Work independently with little direction.
• Create an instructional program and a class environment favorable to learning and personal growth.
• Monitor students in classrooms, on school grounds and off-campus for school related activities.
• Maintain professional and positive relationships with students, parents, colleagues and administration.
• Work in a diverse socio-economic and multicultural community.
• Operate a computer and job-related equipment.
• Read, interpret, apply, and explain rules, regulations, policies, and procedures.
• Maintain current knowledge of applicable curriculum and school instruction related regulations.
• Establish and maintain a variety of accurate record keeping and filing systems.
• Communicate effectively both orally and in writing.
• Maintain consistent, punctual and regular attendance.

Incorporated within one or more of the previously mentioned performance responsibilities, which
are essential functions of this job description, are the following essential physical, mental and
environmental requirements (reasonable accommodations may be made to enable individuals with
disabilities to perform the essential job functions):

• Ability to push, pull, and transport instructional and/or presentation materials.
• Ability to communicate so others will be able to clearly understand a normal conversation.
• Ability to understand speech at normal levels.
• Ability to bend, twist, stoop and reach.
• Ability to drive a personal vehicle to conduct business.

• Ability to organize and coordinate schedules
• Ability to analyze and interpret data
• Problem solving
• Ability to communicate with the public
• Ability to read, analyze and interpret printed matter and computer screens
• Ability to create written communication so others will be able to clearly understand the written communication
• Ability to communicate so others will be able to clearly understand a normal conversation.
• Ability to understand speech at normal levels.

Special education learning environment pullout and inclusion programs; constant interruptions; lifting, carrying, pushing, pulling, bending, kneeling, walking, reaching and other physical activities as needed. Speaking, listening and observing as needed to provide instruction. Incumbents may be exposed to hostile or abusive individuals. Exposure to blood or other potentially infectious materials, tasks or procedures.

• Bachelor’s degree or higher
• Minimum of three (3) years of successful special education experience
• Possession of or eligible for a credential authorizing service as a teacher of special education pupils with CLAD certification.