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Developing and implementing curriculum and weekly education plans; coordinating schedules of all ancillary personnel; communicating with members of the team caring for each student; supervising and evaluating teacher assistants and others assigned to the classroom.
Provide special education to students with severe/intensive special needs.
The teacher is responsible for the organization and structure of his/her assigned classroom working collaboratively with other teachers, instructors, and coordinators to support the overall needs of the Department.
Planning and supervision of classroom schedule.
Development and implementation of curriculum and weekly plans.
Coordinating the roles of teacher assistants, cooperating teachers and others assigned to the classroom.
Modeling and teaching teacher assistants and others assigned new skills.
Coordinating the schedules of all ancillary personnel involved in the classroom.
Keeping open and ongoing communication with each child’s nursing unit and the other interdisciplinary team members.
Maintaining regular communication with each child’s social worker.
Identifying needed materials and equipment and ordering with approval of the Assistant Program Director.
Keeping materials and equipment, including cooking room and storage area, in good working order, including cleanliness.
Direct supervision and formal evaluation of teacher assistants assigned to the classroom.
Planning of and participation in class or individual community experience activities.
Committee member as assigned or volunteered.
Education of each individual in class, following goals and objectives of the IEP/ISP.
Ongoing assessment of each student’s functioning level.
Drafting of IEP/ISP/MDS and quarterlies progress notes.
Completion and distribution of progress notes, detailing each students progress towards meeting their IEP goals with distribution of progress note documentation to parents/legal guardians, LEA’s and other team members.
Participation in Unit meetings, IEP/ISP meetings, clinics and in-services.
Implementation of all required activities/testing/reporting of MCAS, as directed by state guidelines and regulations.
Development of communication systems for each child with guidance of a consultant as needed.
Maintaining ongoing communication with each student’s parent/legal guardian regarding his or her educational needs and progress.
Regular meetings with consultants that serve the program.
Regular meetings with ancillary personnel involved with each child.
Regular communication with nursing staff to ensure sound practices and to gain knowledge of the student’s continually changing medical status.
Physical management of students educational and personal care needs including lifting, positioning and changing.
Planning and presentation of, and/or participation, ongoing in-services and staff development programs.
Cooperation and flexibility to work with other departments for smooth transitions for the individual going from one department to another.
Current Massachusetts certification or provisional certification in Severe/Intensive Special Needs or possess a certificate from another state that will allow the teacher to become certified in Massachusetts.
Certification in another area but must be actively enrolled in a program leading to a Massachusetts certification in Severe/Intensive Special Needs.