Resource Teacher

JOB TITLE:Special Education Resource Teacher

FLSA CLASSIFICATION:Exempt (Professional), salaried employee

WORK DAYS:184 days (does not include holidays)

STANDARD HOURS PER DAY:7.5 hours per day

WORK YEAR:    The work year for the Special Education Resource Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar;  a balanced school year calendar. 

SALARY SCHEDULE & BENEFITS:    The Special Education Resource Teacher is paid on the "Teachers" salary schedule, and is eligible for benefits on the "Teachers" benefits schedule.  

REPORTS TO:    The Special Education Resource Teacher reports to the building Principal and/or other building administrators.

SUPERVISES:    The Special Education Resource Teacher may supervise the instructional assistants who may be assigned to the Teacher's classroom for that given period of time.

GENERAL SUMMARY:    The Special Education Resource Teacher(Special Education) is responsible for planning, implementing, and evaluating individualized education programs for students within the special education program. The Special Education Resource Teacher will provide specialized instruction, communication, and behavior support in a structured and nurturing environment that maximizes each student's potential. Teaching groups of students in a classroom setting, based on a curriculum and supported by instructional materials adopted by the Board of Education.  

The Special Education Resource Teacher may be responsible for working with teachers of service to develop daily lesson plans and support instructional processes in classrooms to ensure that the curricular content is delivered in a timely manner throughout the semester or school year. 

The Special Education Resource Teacher uses a variety of instructional methods and techniques to meet the unique needs of the individual students and to assess their learning; the Special Education Resource Teacher modifies instruction, re-teaches and remediates to ensure the students' success. 

ESSENTIAL FUNCTIONS:

1. Instructional and Student Support:
   • Develop and implement Individualized Education Programs (IEPs) aligned with student strengths, needs, and Indiana Academic Standards.
   • Provide specially designed instruction and academic support in core academic areas, social/emotional learning, communication, personal care, mobility, life skills, vocational skills and functional academics.  
   • Utilize evidence-based practices, including teaching, technology, and resources provided by the district for support learning needs. 
   • Collect and analyze data to inform instruction and monitor progress.
   • Collaborate with related service providers (e.g., OT, PT, Speech, Nursing) to support student goals.
   • Provide accommodations students need to participate in their instruction. Provide training and support to students and staff on these accommodations and supports. 
2. Behavioral and Social Emotional Support 
   • Develop and implement Behavior Intervention Plans (BIPs) as appropriate.
   • Apply principles of trauma-informed care, behavior management, and de-escalation techniques.
   • Maintain a calm, supportive classroom environment that promotes student engagement and independence.
3. Team Collaboration:
   • Work collaboratively with teachers of service/general education staff, instructional assistants, therapists, and families.
   • Develop or support the development of daily lesson plans and present lessons, using a variety of instructional methods and techniques, to ensure that the Special Education Resource Teacher effectively covers the curriculum in a timely manner throughout the semester or school year.
   • Understands and implements the use of  the adopted curriculum,  instructional materials, and digital platforms
   • Provide training, direction, and supervision to classroom instructional assistants.
   • Participate actively in case conferences and multidisciplinary team meetings.
4. Progress Monitoring and Evaluation:
   • Monitor and assess students' progress towards IEP goals and objectives.
   • Provide ongoing feedback and recommendations for adjustments to instructional strategies and accommodations.
5. Family Engagement and Support:
   • Communicate regularly with families to share student progress, strategies, and support needs.
   • Collaborate with families to reinforce skills and strategies for promoting independence at home and in the community.
6. Core Professionalism: 

• Responsible for maintaining timely and accurate information as part of your role. 
• Maintain accurate records of student attendance,  progress,  and services delivered. 
• Ensure compliance with IDEA, Article 7, Section 504, and other relevant federal/state laws. 
• Maintains proficiency in current technology, supported by the District. 
• Ensures confidentiality. 

NON-ESSENTIAL FUNCTIONS:

1. Shares with teachers and school staff the responsibility of monitoring halls, study areas, and lunchrooms. 
2. Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities. 
3. Performs other duties as assigned by the building principal. 

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor's Degree from an accredited college or university is required, in the area of Special Education. 
2. EXPERIENCE:  Satisfactory completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Teacher's License.
3. CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Teacher's License in the exceptional needs for which the Special Education Resource Teacher is being employed is required (or eligibility for an Emergency Permit, if the District is willing to submit a request for an Emergency Permit).  Preferred qualifications are: 
   1. Proficiency in adapting curriculum and instruction to meet diverse learner needs.
   2. Strong understanding of IEP development, data collection, and progress monitoring.
   3. CPI/NCI (Crisis Prevention Intervention/Nonviolent Crisis Intervention) certification or willingness to obtain.
   4. Experience with personal care routines and medical support.
   5. Knowledge of AAC systems and assistive technology tools.
   6. Strong communication, collaboration, and problem-solving skills.
4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS:    The duties and responsibilities of the Special Education Resource Teacher primarily involve talking to, listening to, and interacting with students. Physical movement throughout the school building and classroom to personally engage with students and staff  is very important.

This job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight 40+lbs. *This role may require participation in NCI team work. 

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities. 

SENSORY REQUIREMENTS:    The ability to communicate verbally in person/virtually, is very important. The ability to present instructional lessons and to explain ideas in ways that are readily and fully understood by students is very important. Monitoring student behavior may require visual and/or auditory perception and discrimination.

ENVIRONMENTAL FACTORS:    Tasks are regularly performed without significant exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.