Emotional Support Teacher

Qualifications:

• Bachelor’s Degree and Instructional I Certification in Special Education PK-12.
• Any such alternatives as to the above qualifications as the Board of Directors deem appropriate.
• Knowledge of Special Education practices as related to working with students with disabilities
• The Emotional Support Teacher is responsible for providing specialized instruction and support to students, providing emotional support and guidance to students who exhibit behavioral, emotional, or social challenges. Responsible for creating and implementing individualized education plans (IEPs) tailored to meet the unique needs of each student, focusing on their academic, social, emotional, and behavioral development. The Emotional Support Teacher collaborates with parents, caregivers, and other professionals to ensure a comprehensive and inclusive learning environment. Knowledge of behavior modification techniques is preferred.

Job Goals:

• An Emotional Support Teacher is responsible for planning, organizing and implementing an instructional program for students identified as needing support in the areas of academics, functional and vocational skills necessary for independent living.
• To provide education to students in a Emotional Support Classroom, meeting their individualized needs in curriculum, social emotional learning, behavioral and language.
• To adhere to the standards of practice and ethical conduct of the profession.
• Based on assessments and data, be able to makes recommendations, develop programming and to provide a positive learning environment for student success.
• Communicates child’s needs and coordinates programming with school personnel, educators, parents/guardians, the student, other agencies, and private practitioners as necessary.

Responsibilities:

• Provide appropriate education, assessment, progress monitoring for children with specific needs identified in the classroom and within the Individualized Education Plan developed by the IEP team.
• Work closely with the parents and all other pertinent team members to provide continuity in education for the students.
• Contact parents and/or participate in a parent conference following administration of testing to advise parents of functional level of the child and the need for further services.
• Work closely with parents and IEP team members to develop individualized educational plans for the student and monitor the child’s progress.
• Assume any other responsibility as assigned by the Executive Director, Special Education Director or their designee.
• Assist in the identification of curricular and equipment needs, including the ordering and distribution of adaptive equipment to meet the specific goals of the student.
• Identify, construct, and adapt curriculum and classroom equipment as needed in the classroom setting.
• Maintain procedural safeguards related to due process procedures, IEP development, and laws of confidentiality in accordance with state and federal regulations.
• Develop a schedule and routine documentation (i.e., weekly time logs, billing information, up to date calendar, etc.).
• Provides staff development to professional staff and support staff on particular needs of students on caseload in regard to characteristics of a disability, interventions, strategies, teaching methodologies, and modifications as needed.
• Prepares Positive Behavior Support Plans when necessary.
• Participates in Interagency meetings when necessary.
• Attends scheduled Special Education Department meetings and professional development.
• Develops and implements Crisis Plan & Approved Crisis, Prevention & Intervention Techniques during crisis situations.
• Complete required records and reports to SIU standards and within stated timelines; adhere to the standards of practice and ethical conduct of the profession.
• Maintain professional development through conferences and in-services as per the minimum required by the SIU, and state certification.
• Adhere to all laws, regulations, and rules regarding confidentiality of student data, and utilize the utmost confidentiality in dealing with students and their families and when using both verbal and electronic communication.
• Assume any other responsibilities as assigned by the Director of Special Education or their designee.
• Develops weekly lesson plans that contain all the required components.
• Delivers instruction utilizing appropriate resources, equipment, materials, technology and instructional strategies.
• Provides differentiated instruction based on the student’s individual level of functioning and preferred learning modalities.
• Collects and interprets data and utilizes it to modify instruction, content, and to report progress to parents and school district.

Program/Classification:

• Schuylkill Intermediate Unit Special Education Department

Reports To:

• Special Education Director of their designee.

Method of Evaluation:

• Performance of this job will be evaluated annually in accordance with the provisions of the Board of Directors policies governing professional employees.

Supervisory Responsibilities:

• Responsibilities for the assignments and role of support staff working with your assigned class.

Terms of Employment:

• Serve as a 185 day per year employee of the Schuylkill Intermediate Unit, subject to the duties and policies as determined by the Public School Code of Pennsylvania.

Physical/Sensory Requirements • Physical Demands – The physical demands described here are representative of those that must be met by an employee to successfully perform the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
(O) Occasionally - (OE) Occasionally Essential - (F) Frequently - (C) Continually
• While performing the duties of the job, the employee must (OE) Sit, (F) Walk, (F) Stand,(O) Sprint/Running,(O) Bend/twist at the neck more than the average person,(O) Bend/twist at the trunk more than the average person,(O) Squat/stoop/kneel,(O) Reach above the head,(OE) Reach forward,(OE) Repeat the same hand, arm, or finger motion many times (e.g. data entry),(O) Hand/grip strength,(O) Drive on the job,(O) Type non-stop,(O) Manuel dexterity (e.g. opening items),(OE) Use finger dexterity (e.g. typing, manipulative), Lift up to 10 pounds from,(O) Floor to waist, Lift up to 10 pounds from,(O) Waist to shoulder, Lift up to 10 pounds from,(O) Shoulder to overhead, Lift up to 11 to 15 pounds from,(O) Floor to waist, Lift up to 11 to 15 pounds from,(O) Waist to shoulder, Lift up to 11 to 15 pounds from,(O) Shoulder to overhead, Lift up to 26 to 50 pounds from,(O) Floor to waist, Lift up to 26 to 50 pounds from,(O) Waist to shoulder, Lift up to 51 to 75 pounds from,(O) Floor to waist,(O) Load/items over 50 pounds that are reduced into smaller loads(O) Push/pull 25 to 50 pounds,(O) Push/pull 51 to 75 pounds,(O) Push/pull 76 to 90 pounds,(O) Push/pull over 90 pounds, Examples of items that are pushed or pulled,(OE)educational equipment, students(C) Items that are pushed/pulled on wheels, Terrain items pushed or pulled on is,(O) Carpeted floor, Terrain items pushed or pulled on is,(O) Paved road, Terrain items pushed or pulled on is,(O) Tiled floor, Terrain items pushed or pulled on is,(O) Concrete,(O) Carry 10 to 25 pounds,(O) Carry 26 to 50 pounds,(O) Carry 51 to 75 pounds, Example of and distance that items are carried,(O)Educational materials/10 feet, students
• Work Environment – The work environment characteristics described here are representative of those an employee will encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the jobs.
• While performing the duties of the job, the employee must(C) Work inside,(O) Work outside,(O) Work in loud noisy areas, having to raise your voice to be heard,(OE) Close exposure to CRT's (computer screens),(O) Exposure to sunlight,(O) Risk of being bitten,(OE) Exposure to infection (germs, bacterial, viruses greater than the average person,(O) Exposure to silica, cement or concrete or other kinds of dust,(O) Exposure to environmental allergens(grasses, weeds, pollens, trees),(O) Exposure to solvents, degreasers, pesticides and/or herbicides(O) Exposure to gases, fumes, sprays, etc.,(OE) Meet deadlines with severe time constraints,(O) See objects/persons at a distance,(F) See close work such as typed or handwritten material,(O) Be able to tell the differences among colors,(O) Have very good depth perception,(F) Hear conversation in a quite environment,(O) Hear conversation in a noisy environment,(O) Ability to tell where a sound is coming from,(O) Hear differences among bells, buzzers, beeps, horns, etc.,(C) Communicating through speech.

(This information contained in this job description is for the 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 performed by the individuals currently holding this position and additional duties may be assigned.)