OAK GROVE UNION SCHOOL DISTRICT

RESOURCE SPECIALIST TEACHER, SPECIAL EDUCATION

DEFINITION

The Special Education Resource Specialist Teacher provides instruction and services for individuals with exceptional needs at elementary or secondary levels as described by the six California Standards for the Teaching Profession.  182 duty days annually. 

SUPERVISION RECEIVED AND EXERCISED

Under the immediate direction of the principal in the school of assignment and under the general direction of the district level administrator assigned to special programs.  Will supervise classified employees assigned to the resource classroom.

EXAMPLES OF DUTIES – May include, but are not limited to, the following:

• Provides instruction and direct services for all students enrolled in the resource specialist program on an individual or small group basis either in a self-contained or general education classroom. 

• Participates as a member of the student study team (SST) or other such multidisciplinary committee to identify the learning and intervention needs of students not meeting grade level standards in the general classroom.
• Provides early intervention to students grades k – 5 as identified and referred by the SST or other such team in core academic areas in order to remediate skill deficits as a component of the early intervention model at the elementary levels.
• Provides consultation and guidance to classroom teachers on behalf of students identified and referred by the SST or other such team in order to differentiate the classroom curriculum and instructional practices, or provide appropriate and reasonable accommodations in order for these students to access the grade level standards.
• Assists in the assessment and written report for students who are suspected of having learning disabilities or other non-severe handicapping conditions and who have been referred for special education consideration.
• Assists in the diagnosis of learning problems; prepares appropriate prescriptive programs based on the diagnostic findings and evaluates progress.
• Provides appropriate individualized instructional resources and materials appropriate to the individual’s learning needs in cooperation with other support personnel.
• Cooperates with the classroom teacher and principal in conferring with pupils, parents, and staff regarding the referred individual’s educational progress.
• Serves as the coordinator and a member of the Individual Education Plan (IEP) team for all referrals and students on his/her caseload.
• Takes responsibility for writing annual academic goals for students with IEPs, short-term goals for students receiving intervention outside of the IEP process, and is responsible for evaluating progress.
• Confers on a regular basis with classroom teachers to ensure instructional continuity, delivery of the core curriculum and complete implementation of the IEP.
• Evaluates and reviews special education student progress on a regular basis, reports progress to the IEP team at least annually, and facilitates the revision of the IEP as necessary.
• Facilitates revision of IEP if special education student is not making sufficient progress to meet annual goal.
• Facilitates revision of IEP if special education student has achieved annual goal prior to the due date.
• As the case carrier for students with IEPs, takes responsibility that all other support personnel and IEP team members generate written reports and goals for students with IEPs, and that the paperwork from all IEP team members is shared with the parent and filed appropriately in the student’s confidential file.
• Maintains appropriate, legally compliant files and records on each student.
• Informs parents of special education students of procedural safeguards and procedures, unless it is arranged that the administrative designee will do so.
• Demonstrates knowledge of federal and State laws that affect special education through practices and paperwork.
• Maintains individual supplies budget; orders appropriate instructional materials/equipment, supplies and books.
• Coordinates in-service on early intervention or special education topics to site-level staff at the request of the site principal.
• Maintains professional competence through attendance at special education staff meetings and staff development training offered by the district, SELPA and region.
• Maintains a behavioral climate when in the self-contained classroom conducive to learning, utilizing appropriate behavior modification and classroom management techniques to achieve this climate.
• Develops and maintains daily schedule of students, self and resource staff to best meet the needs of students assigned to program.
• Performs other related duties as specified by the site principal and/or district  level administrator.

MINIMUM QUALIFICATIONS

• Possession of any valid credential issued by the State of California to perform the services of a special education teacher for non-severe students:
  • Resource Specialist Certificate
  • Specialist Credential in Special Education – Learning Handicapped
  • Education Specialist Instruction Credential – Mild/Moderate Disabilities
  • Crosscultural Language and Academic Development (or comparable) Certificate
  • Computer literate.

Ability to:

• Follow Board of Education and district policies, as well as school procedures, rules, and regulations.
• Accept and fulfill assigned responsibilities and duties in a timely and efficient manner.
• Promote a positive professional image by action, communication, and appearance.
• Train and supervise and objectively evaluate instructional assistants.
• Teach small groups of students in accordance with IEP’s or early intervention assignments.
• Establish and maintain rapport with students, parents, teachers and administrators.
• Establish and maintain cooperative and effective working relationships with those contacted in the course of work.
• Utilize computerized IEP forms.

Experience

Minimum of one year of experience in working with students with mild to moderate exceptional learning needs in public schools.  Verified competency in the area of communicating with parents and staff, behavior modification, learning disorders and language development.

Special Requirements

• Strong commitment to working with reluctant and struggling learners and the parents and teachers of reluctant and struggling learners.
• Ability to speak Spanish will enhance qualifications.
• Advanced college training in the following areas:  behavior modification and development of behavior or support plans, learning disorders and language development will enhance qualifications.
• Employees assigned to multiple sites will be responsible for providing their own transportation to and from each.

Physical Requirements

• Hearing and speaking to exchange information in person and on the telephone.
• Seeing to read, prepare, and proofread documents and perform assigned duties.
• Sitting or standing for extended periods of time.
• Dexterity of hands and fingers to operate a computer keyboard and other office equipment.
• Ability to exert 25 pounds of force frequently to lift, carry, push, pull or otherwise move objects.
• Ability to stoop, climb, stand for long periods of time and perform physical labor, physical mobility and stamina to participate in activities which may be strenuous.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.