SPED Life Skills Teacher

Special Education Life Skills Self-Contained Teacher

Position Purpose
Under the general supervision of the School Principal, provide specialized, individualized instruction to students with moderate to severe intellectual, physical, or developmental disabilities. The primary goal is to help students maximize their academic, emotional, physical, and social growth while fostering independent daily living skills.

Essential Performance Responsibilities

• Instructional Delivery: Plan and present heavily modified lessons tailored to individual student capabilities. Teach functional academics, communication, social competencies, and adaptive behaviors.
• Daily Living Skills: Instruct students in essential self-sufficiency tasks, including hygiene, safety practices, and basic food preparation.
• IEP Management: Set, track, and monitor measurable Individualized Education Program (IEP) goals.
• ARD Committee Participation: Serve as a core member of the Admission, Review, and Dismissal (ARD) committee, collaborating with administrators, parents, and support staff to evaluate student progress.
• Classroom Management: Supervise and direct classroom paraprofessionals/aides. Implement structured behavioral intervention plans (BIP) and maintain a calm, positive, and safe educational environment.

Additional Duties
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements
Travels to school district buildings and professional meetings as required.

Major Responsibilities & DutiesInstructional Strategies & Planning

• Tailor Curriculum: Adapt and implement the district's core curriculum to teach functional academics, daily living skills, safety, and vocational readiness.
• IEP Development: Write, track, and modify measurable IEP goals and objectives based on formal evaluations and data.
• Adaptive Learning: Utilize assistive technology, visual schedules, and specialized communication tools to ensure all students can participate.

Classroom Management & Student Support

• Supervise Support Staff: Direct, schedule, and collaborate daily with classroom paraprofessionals/educational aides to ensure safety and instructional alignment.
• Behavior Intervention: Implement Behavior Intervention Plans (BIPs) using positive behavior interventions and supports (PBIS).
• Physical Support: Assist students with personal care needs, including feeding, toileting, hygiene, and mobility transfers.

Compliance & Collaboration

• ARD Committee Participation: Act as a core member of the ARD committee to review student progress, present data, and collaborate on placement decisions.
• Maintain Documentation: Keep accurate, compliant records of student progress, attendance, behavioral data, and service logs.
• Parent Communication: Maintain consistent, empathetic communication with parents regarding student progress and behavioral changes.

Mental & Physical Demands of the Setting

• Physical Effort: Frequent standing, walking, bending, kneeling, and stooping. Frequent lifting, moving, and positioning of students (up to 45 lbs. or more independently).
• Behavioral Management: Must be able to handle stressful or crisis situations and manage explosive or aggressive student behaviors.
• Safety Training: De-escalation training and safety restraint certification (e.g., CPI) are required upon hire.
• Qualifications Profile

Certification/License:

• Texas State Certification: Special Education

Education

• Bachelors from an accredited college or university in education discipline applicable to teaching assignment.

Experience
Successful prior teaching experience for the appropriate grade level preferred.

FLSA Status: Exempt