History teacher Jobs in Reno, NV

SUMMARY DESCRIPTION

Under general supervision, assists teaching staff in providing individual and group instruction, including developing and maintaining records and instructional materials. Incumbent performs related work as required.

DISTINGUISHING CHARACTERISTICS

The Teacher Assistant III is regularly required to perform academic instructional assistance for a significant portion of the assignment in a Special Education classroom. Additionally, a Teacher Assistant III working at a Title I school must be highly qualified.

The Teacher Assistant III class requires additional intensive training beyond and including what is necessary for a Teacher Aide III: Special Education class; in the areas of student data collection, communication strategies, severe behaviors, and positive behavior management for Autism Spectrum Disorders. Additionally, the Teacher Assistant III: Special Education class independently prepares materials; implements behaviorally based instructions; develops lesson outlines and detailed computer generated instructional materials; conducts screenings; independently provides vocational training in the community on a daily basis; independently prepares graphs, charts, and behavioral analysis data; actively participates in student IEP 's; possesses in-depth knowledge in communication; and extensively modifies and adapts the general education curriculum.

EXEMPLARY DUTIES/RESPONSIBILITIES

Assists teaching staff in a variety of classroom and related areas; assists in preparing lesson outlines and plans in assigned areas; assists in planning, preparing and developing various teaching aids; presents subject matter to students utilizing a variety of teaching methods and techniques within traditional and/or non-traditional educational settings; assists students, individually or in groups, with lesson assignments; presents or reinforces learning concepts; prepares, administers and grades examinations and homework assignments; observes progress and problem areas of students for referral to the classroom teacher; confers with classroom teacher and parent on progress of students; prepares classrooms and audio-visual equipment for use; orders supplies and equipment; maintains classroom bulletin boards; distributes and collects teaching materials; assists in maintaining student discipline and order on the playgrounds, in lunchroom, school halls, library and study halls; operates standard office equipment.

When assigned to SPED Programs:

EC - Early Childhood/Pre-K

The Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

EC SIP - Early Childhood/SIP (for details strictly on SIP, see SIP description)

The Early Childhood SIP Program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. When assigned to an EC SIP classroom, a combination of EC & SIP practices are followed. The descriptions mentioned for EC and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

EC STRAT - Early Childhood/Strategies (for details on Strat, see Strat description)

The Early Childhood Strat Program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC & Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

IK - Integrated Kindergarten

The SPED IK Program provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills along with kindergarten standards and curriculum. Services are provided in a kindergarten setting.

CLS - Comprehensive Life Skills

CLS focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills. This program assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI's).

SIP - Social Intervention Program

Social Intervention Program (SIP) classrooms provide a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child).

The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress. Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students' ability to be successful in the general education classroom, and to provide positive replacement behaviors, so that students can return to the general education classroom.

The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc.

STRATEGIES: (Designed to support students who may be on the autism spectrum) Program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small-group setting with a high adult-student ratio utilizing discrete trial teaching of academic, functional, and social skills. Visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data-based decision-making with a focus on generalization and maintenance of skills and maximum student independence are used.

SOCIAL RESOURCE: Program provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated, methods including visual supports, modeling, role-playing, and a considerate environment for sensory needs. In addition, instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings. Program components include: language/communication development, school-wide success skills, structured social interaction, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP.

AH - Hearing Impaired

Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on student's modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain necessary technology and equipment needed, and assist students with hearing impairments within classroom instruction and activities as well as other curricular access, ability and/or knowledge to use all technologies and modalities which may be required to perform requirements of the position.

EMPLOYMENT STANDARDS

Education/Experience: Any experience equivalent to education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:

• Education: Completion of 48 semester or 60 quarter units, from an accredited college or university, desirably in child development, education, special education, or a related field.

AND

• Experience: One year of experience that demonstrates the ability to perform the duties of the class, such as student instructional activities or personal guidance of students within an organized program.

OR

• A high school diploma;

AND

• Two years of experience as a teacher aide or two years experience that demonstrates the ability to perform the duties of the class, such as student instructional activities or personal guidance of students within an organized program.

Teacher Assistant III - Special Education, desirable qualifications:

Thirty hours of classroom work and class observation as follows: 12 class hours in class (orientation, ABA Principles I, Data Collection I; 8 class hours CPI training); 8 class hours ABA Principles II and Data Collection II; 2 hours in-class observation by PC or BCBA, or Assistant BA.

Knowledge of: Education principles and techniques; student's physical, emotional and academic requirements, habits and characteristics; basic discipline and behavior modification techniques; correct English usage, spelling, grammar and punctuation; basic mathematics; current office methods and procedures including files and records management; common office equipment and its usage.

Skill at: Instructing students in a variety of academic and self care skills areas; preparing realistic lesson plans and teaching aids; securing and maintaining the confidence and cooperation of students; dealing tactfully with parents and school personnel; evaluating situations accurately and taking effective action; typing with speed and accuracy; spelling correctly; reading, writing and speaking English at a level required for successful job performance; preparing and maintaining accurate and complete records, files and summaries; developing instructional materials; making mathematical computations; operating various office equipment; operating and maintaining audio-visual equipment, understanding and carrying out oral and written instructions; establishing and maintaining effective working relationships with those contacted in the course of work.

Licenses/Certificates: Possession of, or ability to obtain, CPR Certification is required for teacher assistants working in the area of Special Education.

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.