Ese teacher job description

This post includes 3 parts: duties list, job qualification and job description writing tips for Ese teacher in details. A complete job description concludes Ese teacher key duties/responsibilities, Ese teacher job qualifications (knowledge, education, skills, abilities, experience…KSA model) and other ones such as daily tasks, key activities, key/core competencies, job functions/purpose…

I. List of Ese teacher duties:

1. Provide a learning environment that is team-oriented, student-centered and aligned with the company’s and special education student’s academic goals and specified IEP objectives.
2. Observation of instructional best practices and modifications for special education students
3. Adherence to Standard Operating Model
4. Observation of effective classroom management
5. Documentation of analysis of student diagnostic and performance data
6. Calendar and schedule indicate regular delivery of small group intervention instruction
7. Sign in sheets documenting furnishing data-driven professional development to staff members
8. Documentation of attendance in District, State, or National professional development for special educators
9. Contact By Staff Log and Progress Monitoring Log indicate communication and collaboration with peers, students, parents, and school stakeholders
10. FLDOE data indicating increases in student state assessment scores – 80% of ESE students who take state assessments will show an increase in scores
11. Student records are current and in compliance with required progress monitoring and IEP records and meetings – 100% of student records are current and in compliance
12. Documentation indicates facilitative leadership in the RtI process
13. Progress Monitoring Log indicates timely reporting of students in need of academic support or intervention through the RtI process
14. Provide direction and leadership within the school and classroom by displaying deep and effective working knowledge of the needs of the special education student and demonstrating best practices related to teaching, supporting, providing modifications, interventions, and instructional techniques in content area text.
15. Observation of ability to effectively assist students in using strategies in their assigned subject area(s)
16. Observation of the use of a variety of instructional techniques and interventions to effectively support the special education students in the advisory classroom at all levels
17. Documentation indicating the ability to evaluate and assess academic needs of ESE students – IEP Notes and Progress Monitoring Logs
18. Observation of ability to intervene and conduct data-driven small group intensive interventions for reading, math and/or subject area(s)
19. Observation and documentation of the ability to provide differentiated instruction and strategies based on student data – IEP Notes and Progress Monitoring Logs
20. Progress Monitoring Logs and academic planning meeting notes indicate consultation and collaboration with advisory teachers and other staff members on strategies, modifications, and activities that can assist student to increase achievement in assigned subject area(s)
21. Students can relate ESE Teacher’s high expectations for student improvement and success
22. Progress Monitoring Log indicates timely reporting of students in need of academic support or intervention in accordance with the RtI model
23. Sign in sheets documenting participation in professional development focused on the art and science of teaching
24. Adherence to instructional practices within Standard Operating Model
25. Act as counselor, advisor, facilitator, advocate, and coach to support, mentor and guide the ESE students through their IGP and IEP.
26. Contact By Staff Log and observed interactions demonstrate the ability to effectively communicate and interact positively with students, peers, and parents
27. Adherence and compliance to all aspects of the ESE student’s IEP – Observation, IEP notes, and Progress Monitoring Logs
28. Progress Monitoring Logs document collaboration with staff members to support IEP goals
29. Adherence to instructional practices within Standard Operating Model
30. Contact By Staff Logs reflect regular contact with student and parents as aligned with company goals and expectations
31. Maintain, disaggregate, and provide progress monitoring reports, IEP compliance, attendance and behavioral records, academic grades, and other student records as required by national and state regulatory guidelines as well as company policy and procedures.
32. Audit of student records indicates adherence to company’s policies for attendance and behavioral record keeping – 100% of student records are in compliance
33. Documentation of accurate and up to date progress monitoring data, student records, IEPs, and required meetings – Audit indicates 100% compliance
34. Progress Monitoring Logs indicate adherence to state, district, and company’s policies for progress monitoring of students
35. Student results of District or State assessments disaggregated and communicated to staff
36. Sign in sheets documenting staff development on interpreting assessment results and instructional implications for ESE students
37. Up to date student records documenting adherence to state, district, and company’s policies for record keeping
38. Adherence to instructional practices within Standard Operating Model
39. Records audit indicates collaboration with school staff to ensure all records are in compliance
40. Collaborate effectively and professionally with peers to develop, plan, and implement best educational practices based upon the individual academic and/or behavioral needs of the student that are aligned with IEP and company goals.
41. Sign in sheets and/or meeting notes documenting participation in planning meetings
42. Observation of leadership in RtI and IEP meetings and conferencing, when applicable
43. Progress Monitoring Log indicates effective communication of individual student needs, performance status, skill levels, recommended accommodations, and implemented interventions, etc.
44. Maintains collegiality and professionalism in the work environment
45. Participate in professional development courses or activities to maintain appropriate certification or credentials based on position.
46. Up to date certification and required endorsements
47. Up to date Individual Professional Development Plan aligned with School Improvement Plan
48. Sign in sheets documenting participation in all company provided training and professional development
49. Documentation of participation in all district required training and professional development
50. Assist in all initiatives to ensure school meets defined FTE enrollment and attendance goals.
51. School meets or exceeds FTE enrollment goals
52. Performs all other duties as assigned, which are aligned in accordance with company policy and procedures that ensures educational goals are achieved.

II. List of Ese teacher qualifications

1. Bachelor’s degree in Special Education from an accredited college or university is required.
2. Appropriate Teacher’s certification.
3. Knowledge of the principles of secondary education
4. Knowledge of curriculum and instructional theory
5. Knowledge, skills and ability to analyze and use data to drive program improvement
6. Ability to communicate effectively both orally and in writing 
7. Previous experience and/or the ability to work with overage and at-risk youth is preferred.

III. Tips to write job description

1. Too-long job description:

Looking at a too-long job description can frighten the candidates off and drive the away. A job description, no matter how important the job is, should not be included in more than 3 pages. If one focuses on too many things at a time, he shall definitely lose focus on the main items and get overwhelmed by the remaining; So, keep it concisely.

2. Too-short job description:

While too-long can be a problem, too-short is more a problem. It will ruin the meaning of the job description. A too-short one means it lacks necessary details and therefore, the candidate will not be able to understand while reading it.

3. Listing unnecessary functions or job duties:

Just classifying these into the “others” category will save you a lot of effort and space. On the other hand, the job description will become more dilute and easy to be neglected.

4. Key functions

Not listing key functions as required for the job can be a fatal mistake to a job description.

5. Grammar and spelling

Poor grammar and having spelling errors can ruin the job description, too. Never think that as you are the employer, you may have the right to make grammar or spelling errors while requires other not to. A job description with such errors is easily to be mistaken as a fake or ghost ads; as a result, the candidate will turn away from it.

6. Not specific enough:

Be specific and concise; if you don’t address the specific, then what the job description is for. It is for the candidate to understand just exactly what he needs to do or needs to have. Lacking details can confuse the candidates very well.

7. Not having the job description reviewed by others:

This is also a common mistake. One may be subject to bias, but more than one, especially with the help of those external advisor, the job description can be more perfect.

8. Using buzzwords or abbreviations:

In fact, it is not necessary at all to use such in a job description.

9. Using slang or legal words:

Just use common wording to communicate with others and don’t do anything extraordinarily.

10. Not updating the job description:

The same job may require different duties and responsibilities in different times, so, you cannot use the same job description for 2 different times.