Reports to: High School and Transition Program Principal

Employment Information: Full-time, 10-month position

Qualifications

• At least a Bachelor’s degree from an accredited university in Special Education; Master’s degree preferred.
• Possession of or eligibility for appropriate certification from the Pennsylvania Department of Education.
• Understanding and knowledge of multiple disabilities and development.
• Experience working with special education individuals (e.g. cognitively challenged, emotionally disturbed, pervasive developmental delay, autism spectrum disorders).
• Fluency in American Sign Language.
• Understanding of and support for an exploratory, experiential approach to teaching and learning. Experience with an interdisciplinary and functional curriculum.
• Understanding of and experience with a culturally diverse population.
• Experience working with children of the age range to be served is preferred (Early Childhood, Elementary, Middle, or Secondary).
• Understanding and acceptance of communication principles which emphasize full accessibility to all communication in the school environment, the importance of self-expression and respect for each individual’s communication needs. (See statement of PSD’s Communication Philosophy and Principles.)
• Experience working as a member of an instructional team is preferred. 

Professional Profile

It is expected that teachers at PSD are up to date with current research and literature not only in Special Education but in education in general. They should exhibit a desire to learn, grow and experiment. Teachers should be willing to put in the time necessary to appropriately plan/prepare for instruction as well as attend professional workshops and seminars.

Responsibilities

Classes will be taught to developmentally delayed, socially and emotionally disturbed, physically disabled, and students with specialized learning needs. Classes are arranged according to age, ability, and programming needs of the students. Teamwork is essential, as each teacher is involved with other teachers and aides in curriculum planning and instruction. In addition, teachers work with other support personnel (e.g. therapists, curriculum and behavior support staff, communication specialists) to provide an integrated and well-rounded instructional program for each student.

Teachers are responsible for the development and implementation of IEPs with the involvement of parents and school districts, and for implementing instructional activities consistent with the educational mission and philosophy of the school. This approach requires unit planning and experience-based instruction, emphasizes a multicultural orientation involving the Deaf community and Deaf role models. Natural acquisition of language is expected of typically developing learners according to the principles of normal child growth and development. For more information, see the PSD Mission Statement.

Physical Demands

This position may require the following physical demands:

• Occasionally lift up to 15 pounds.
• Generally work in standard office conditions and climate.
• Work in a stressful environment dealing with a wide variety of challenges, deadlines and a varied diverse array of contacts.
• Regularly walk, sit, stand, kneel, crouch, stoop and reach with hands and arms.
• Manual dexterity to efficiently operate a computer keyboard and other business machines.
• Near vision sufficient to read written communications and computer display screen.