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EDUCATION AND EXPERIENCE: Requires a Bachelors Degree in an approved program for special education – general curriculum or have completed a major in special education – general curriculum, or have completed 27 semester hours in the education of students with disabilities in the assigned area required. Must hold a valid California Teaching Credential. GENERAL RESPONSIBILITIES Under the direction of the school Director, the special education teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports. ESSENTIAL TASKS (These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. • Provide direct and indirect instructional support to students in a positive environment. • Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. • Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests. • Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system. • Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. • Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students. • Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs. • Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development. • Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. • Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings. • Provide crisis intervention, as needed, for students and those in inclusive classrooms. • Assist in collection of data for providing appropriate classroom interventions. • Serve as a member of a multidisciplinary team as appropriate. • Assist in preparation of data for local, state, and federal reports. • Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities. • Perform related work as required. KNOWLEDGE, SKILLS, AND ABILITIES: The successful candidate will demonstrate knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities; VBCPS curriculum and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and Bridges Charter School's policies and effective instructional practices. The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, office and support staff, students, parents and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.