Intervention Specialist - Intensive Instruction Resource Room
Solon High School, Solon, OH, United States
Overview
POSITION:
Teacher Intensive Resource Room
POSITION TYPE:
Certified Teacher Contract
Qualifications
A valid Ohio teacher's certificate validated for moderate/intensive intervention specialist.
A Bachelor's Degree (or higher) from an accredited college or university.
Appropriate recommendations from student teaching supervisors or other professionals who have observed the personal characteristics, scholastic attainment and classroom performance of the teacher.
Such alternatives to the above qualifications as the Board may find appropriate.
Contract and Work Days
CONTRACT
WORK DAYS:
186 days
Supervision
RESPONSIBLE TO:
Principal
SUPERVISES:
Classroom Aide(s)
Responsibilities
Demonstrate a positive ability to work harmoniously with others and exhibit an ability to discover and develop the potential of all students assigned to his/her care.
Specific Duties and Responsibilities
Curriculum
Carry out the philosophy of the Solon School system.
Provide for individualized learning, respecting individual student's needs and exceptionalities.
Provide experiences through a functional curriculum that will lead to independent living skills.
Teach using all domains of learning (affective, cognitive and psychomotor).
To become knowledgeable with the materials for my subject areas.
Use of resource persons for more effective teaching (guidance counselor, school psychologist, Coordinator of Pupil Services, work study coordinator, speech therapist, etc.).
Pupil Management
Establish a workable behavioral management program for the whole class, in the classroom and outside the classroom.
Establish individual behavioral management programs when necessary.
Be flexible and willing to change and/or add to existing behavioral management plans when necessary.
To involve parents in his/her child's behavioral management program.
To communicate often to parents on their child's progress.
Exercise patience, kindness and understanding of each individual student.
Develop a sense of responsibility in members of the class.
Foster the feeling of importance and self-worth in each student.
Capitalize on successes in each student.
Pupil Planning
Establish daily routines in the classroom.
Use each student's individual educational plan to establish daily objectives in order to reach the educational long-range goal of the student.
Flexibility in daily structure to allow for special school activities.
Flexibility in the pace of each student's individual progress.
Encourage students to set own goals.
Pupil Assessment
Use standardized and informal testing to establish IEP goals.
Assess each child on a daily basis.
Pre and post testing.
Classroom Environment
Provide an ever-changing positive and aesthetically pleasing atmosphere.
Encourage pride in one's classroom and individual area.
Display students' work.
Promote respect for peers, adults and self.
Insist on appropriate behaviors and good manners.
Budgeting
Use the budget as efficiently as possible when planning.
Consult colleagues when considering materials to be purchased.
Purchase materials that will benefit a wide range of abilities.
Purchase materials that will enable students to use all modalities of learning.
Purchase materials that will provide variety and interest to the student.
Staff Relationships
Show friendliness and enthusiasm in dealing with other members of the staff.
Promote student involvement in establishing positive attitudes from other teachers toward the MH students. (Socials, washing boards, etc. for teachers)
Provide support help to staff members with mainstreamed students.
Provide the aide, when possible, in mainstreamed classes when necessary.
Exercise humor when dealing with staff members.
Communications
Allow channels of communication between mainstreamed teachers.
Communicate (positive and negative) on a daily basis, to parents, on the behavioral progress of their child through written and phone communications.
Use "awards," stickers or notes of encouragement to students when appropriate.
Communicate with CEVEC staff regarding student needs and progress.
General Building Assignments
Participate in assemblies with class.
Bus duty.
Perform such other tasks and assume such other responsibilities as the principal may assign.
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POSITION:
Teacher Intensive Resource Room
POSITION TYPE:
Certified Teacher Contract
Qualifications
A valid Ohio teacher's certificate validated for moderate/intensive intervention specialist.
A Bachelor's Degree (or higher) from an accredited college or university.
Appropriate recommendations from student teaching supervisors or other professionals who have observed the personal characteristics, scholastic attainment and classroom performance of the teacher.
Such alternatives to the above qualifications as the Board may find appropriate.
Contract and Work Days
CONTRACT
WORK DAYS:
186 days
Supervision
RESPONSIBLE TO:
Principal
SUPERVISES:
Classroom Aide(s)
Responsibilities
Demonstrate a positive ability to work harmoniously with others and exhibit an ability to discover and develop the potential of all students assigned to his/her care.
Specific Duties and Responsibilities
Curriculum
Carry out the philosophy of the Solon School system.
Provide for individualized learning, respecting individual student's needs and exceptionalities.
Provide experiences through a functional curriculum that will lead to independent living skills.
Teach using all domains of learning (affective, cognitive and psychomotor).
To become knowledgeable with the materials for my subject areas.
Use of resource persons for more effective teaching (guidance counselor, school psychologist, Coordinator of Pupil Services, work study coordinator, speech therapist, etc.).
Pupil Management
Establish a workable behavioral management program for the whole class, in the classroom and outside the classroom.
Establish individual behavioral management programs when necessary.
Be flexible and willing to change and/or add to existing behavioral management plans when necessary.
To involve parents in his/her child's behavioral management program.
To communicate often to parents on their child's progress.
Exercise patience, kindness and understanding of each individual student.
Develop a sense of responsibility in members of the class.
Foster the feeling of importance and self-worth in each student.
Capitalize on successes in each student.
Pupil Planning
Establish daily routines in the classroom.
Use each student's individual educational plan to establish daily objectives in order to reach the educational long-range goal of the student.
Flexibility in daily structure to allow for special school activities.
Flexibility in the pace of each student's individual progress.
Encourage students to set own goals.
Pupil Assessment
Use standardized and informal testing to establish IEP goals.
Assess each child on a daily basis.
Pre and post testing.
Classroom Environment
Provide an ever-changing positive and aesthetically pleasing atmosphere.
Encourage pride in one's classroom and individual area.
Display students' work.
Promote respect for peers, adults and self.
Insist on appropriate behaviors and good manners.
Budgeting
Use the budget as efficiently as possible when planning.
Consult colleagues when considering materials to be purchased.
Purchase materials that will benefit a wide range of abilities.
Purchase materials that will enable students to use all modalities of learning.
Purchase materials that will provide variety and interest to the student.
Staff Relationships
Show friendliness and enthusiasm in dealing with other members of the staff.
Promote student involvement in establishing positive attitudes from other teachers toward the MH students. (Socials, washing boards, etc. for teachers)
Provide support help to staff members with mainstreamed students.
Provide the aide, when possible, in mainstreamed classes when necessary.
Exercise humor when dealing with staff members.
Communications
Allow channels of communication between mainstreamed teachers.
Communicate (positive and negative) on a daily basis, to parents, on the behavioral progress of their child through written and phone communications.
Use "awards," stickers or notes of encouragement to students when appropriate.
Communicate with CEVEC staff regarding student needs and progress.
General Building Assignments
Participate in assemblies with class.
Bus duty.
Perform such other tasks and assume such other responsibilities as the principal may assign.
#J-18808-Ljbffr