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SOESD / Special Education / STEPS / Teacher Performance Expectations

Teacher Performance Expectations

PERFORMANCE EXPECTATIONS: STEPS TEACHER

The purpose of this document is to describe the expected performance of STEPS teachers related to each of the essential functions of the Teacher-Mentally and Multiply Disabled job description. The expectations will serve as the basis for inservice training, observation and feedback, and evaluation. Assistance will be given to you regarding these performance expectations. The assistance may include, but is not limited to, resource materials and information, opportunities for observation of other teachers and classrooms, peer coaching and modeling, and inservice training/follow up. The assistance will be provided by the Supervisor and Coordinator of Special Programs and by trainers, consultants, and support specialists.

JOB FUNCTION: 1. Evaluate performance of self-help, communication, social, academic, vocational, and independent living skills. Statement of Desired Outcome(s) Mechanisms for evaluating student performance will be in place and conducted on a basis sufficient to monitor student progress towards IEP goals.

Expectations for Performance
1.1 The STEPS teacher will determine the impact of studentsí disabilities on their learning and behavior.
1.2 The STEPS teacher will evaluate the levels of student performance in the areas of self-help, communication, social, academic, vocational, and independent living skills, using valid and reliable evaluation practices and instruments.
1.3 The STEPS teacher will use the evaluation data to plan appropriate instructional activities and to modify IEP annual goals and objectives as needed. 
1.4 The STEPS teacher will task analyze instructional activities to determine the routines and sub-routines needed to successfully complete the activities.
1.5 The STEPS teacher will assess studentsí needs for picture symbols and other visual cues and incorporate their use into instructional activities and classroom routines.
1.6 The STEPS teacher will assess studentsí needs for assistive technology and augmentative communication and incorporate their use into instructional activities and classroom routines.
1.7 The STEPS teacher will compile and report evaluation data related to state and district wide testing, including the Extended CIM and CLRAS.
1.8 The STEPS teacher will compile and report evaluation data related to the determination of studentsí eligibility for special education (3-year reevaluations).

JOB FUNCTION: 2. Implement all required special education procedures including parent rights, eligibility, IEP, placement, discipline, and student records according to stated timelines. Statement of Desired Outcome(s) Compliance with special education requirements will be documented and maintained.

Expectations for Performance
2.1 The STEPS teacher will use state recommended notice and IEP forms and implement all requirements of IDEA.
2.2 The STEPS teacher will schedule and convene IEP meetings, including meetings to review functional behavior assessment (FBA) data and develop behavior intervention and crisis intervention plans.
2.3 The STEPS teacher will lead IEP meeting participants in sequential, focused, and open discussion and development of IEP components.
2.4 The STEPS teacher will write statements of present levels of educational performance, annual goals, and short-term objectives using observable and measurable verbs.
2.5 The STEPS teacher will fully document all IEP and placement decisions.
2.6 The STEPS teacher will implement and document all required procedural safeguards.

JOB FUNCTION: 3. Provide individual and group instruction on IEP goals. Statement of Desired Outcome(s) Instruction related to achievement of IEP goals will be planned and delivered to address both individual and group needs.

Expectations for Performance
3.1 The STEPS teacher will provide instruction which leads to the attainment of IEP goals.
3.2 The STEPS teacher will provide instruction which is functional routine oriented and activity based.
3.3 The STEPS teacher will provide instruction which is age appropriate.
3.4 The STEPS teacher will provide instruction which is developmentally appropriate and based on a sequential scope and sequence of skill development.
3.5 The STEPS teacher will provide instruction which incorporates assistive technology and augmentative communication devices.
3.6 The STEPS teacher will provide instruction which provides opportunities for real life learning in the community and other learning environments (outside the classroom).
3.7 The STEPS teacher will provide instruction which integrates speech/language, occupational, physical, and other therapies into instructional activities.
3.8 The STEPS teacher will provide instruction which is designed to lead to the outcomes of self determination, choice and risk taking, and quality of life.
3.9 The STEPS teacher will provide instruction which is consistent with the STEPS mission and beliefs, vision, education philosophy, and curriculum.
3.10 The STEPS teacher will modify activities and adapt curriculum materials and instructional strategies in consideration of the impact of studentsí disabilities on their learning and behavior.
3.11 The STEPS teacher will modify activities and adapt curriculum materials and instructional strategies to meet studentsí skill levels.
3.12 The STEPS teacher will act as the instructional leader for classroom assistants and other members of the IEP team, taking case management responsibility for the appropriate design, implementation, and evaluation instruction.
3.13 The STEPS teacher will design instruction based on knowledge of the general education curriculum and student characteristics and needs.
3.14 The STEPS teacher will spend the majority of student attendance time providing direct instruction to students and supervising the instruction of students by classroom staff in order to ensure the provision of specially designed instruction in accordance with IEPs.
3.15 The STEPS teacher will provide regularly scheduled activities on a daily and/or weekly basis that address all of the domains of the STEPS curriculum which are related to the studentsí IEP goals, including:

  • Academic and pre-academic skills (such as general information, reading, written language, math, computer, content areas);
  • Daily living routines (such as eating lunch, using the bathroom, grooming, dressing for activity/weather, purchasing an item at school, dressing for P.E.);
  • Transition routines (such as arrival, departure, transitioning between activities within the classroom, transitioning between classes);
  • Classroom routines (such as individual seatwork, group project/activity, listening in group setting, occupying classroom free time, using a computer, using the library);
  • Daily leisure routines (such as occupying free time outside classroom, socializing with friends, playing a game, fitness routines/P.E., attending assemblies/school events, making phone calls);
  • Community routines (such as riding a car/bus, crossing the street, going shopping, eating out at a fast food restaurant, making a phone call for safety, transporting oneself to/from community locations);
  • School vocational activities (such as room jobs, school tasks like recycling, tables, etc.);
  • Community vocational activities and career exploration activities (such as job shadows, visits to job sites, exploration of likes/dislikes); and
  • Related skills (expressive communication, receptive communication, problem solving, teamwork/social skills, employment foundations).

JOB FUNCTION: 4. Develop and implement positive classroom rules and individual and group management programs. Statement of Desired Outcome(s) Classroom management strategies will be in place, understood, and practiced by students and staff.

Expectations for Performance
4.1 The STEPS teacher will develop and implement individual and group management programs which ensure the safety of students and staff at all times.
4.2 The STEPS teacher will use cues and behavior reinforcement strategies consistent with an antecedent-behavior-consequence (ABC) sequence.
4.3 The STEPS teacher will use positive behavior intervention strategies rather than negative consequences.
4.4 The STEPS teacher will accurately implement behavior intervention plans as specified in studentsí IEPs.
4.5 The STEPS teacher will implement time out practices in accordance to STEPS policy and only as addressed by student IEPs.
4.6 The STEPS teacher will use alternate methods of discipline until such time as the use of physical separation is approved by each studentís IEP team.
4.7 The STEPS teacher will use physical intervention techniques only as sanctioned by the Crisis Prevention Institutionís NVCI training and only as specified in studentsí IEPs.
4.8 The STEPS teacher will tailor verbal intervention techniques to individual studentsí abilities to understand.
4.9 The STEPS teacher will use respectful and inoffensive verbal language and a moderate tone of voice with students at all times.
4.10 The STEPS teacher will incorporate opportunities for self determination, choice, and risk taking into classroom rules and individual and group management programs.

JOB FUNCTION: 5. Implement training methods, record data, assess student progress, and adjust training strategies as necessary. Statement of Desired Outcome(s) Mechanisms will be in place for assessing student performance, analyzing data, modifying instruction, and reporting progress.

Expectations for Performance
5.1 The STEPS teacher will vary the types of activities in which students participate during the course of the school day and school week, including individual, small group, and large group instruction.
5.2 The STEPS teacher will promote student independence by establishing student performance expectations and providing assistance and cues at a minimum level of adult support and guidance.
5.3 The STEPS teacher will plan and implement transition activities to facilitate successful student movement from one activity to another and from one setting to another, both within the current placement and in anticipation of future placements.
5.4 The STEPS teacher will use assistive technology and augmentative communication devices for instruction and classroom routines.
5.5 The STEPS teacher will use behavior management techniques only as sanctioned by SOESD and only as specified in studentsí IEPs.
5.6 The STEPS teacher will establish a record-keeping system for gathering data related to the conduct of an FBA and to the implementation of a behavior intervention plan (BIP) and facilitate participation in data gathering by assistants.
5.7 The STEPS teacher will establish a record-keeping system for time out which includes the specific behavior(s) preceding time out and the amount of time spent separated from other students.
5.8 The STEPS teacher will establish a record-keeping system for recording personal care (including changing) given to students which includes a record of the frequency of monitoring.
5.9 The STEPS teacher will establish a system for analyzing and reporting student progress, which includes assessment by all service providers and is delivered to parents and resident district staff in a timely (per IEP requirements) and meaningful way.
5.10 The STEPS teacher will use assessment data to plan and modify instruction.
5.11 The STEPS teacher will use assessment data to determine student progress toward annual goals and eligibility for extended school year (ESY) services.

JOB FUNCTION: 6. Develop and maintain an instruction, related service provider, and mainstreaming schedule. Statement of Desired Outcome(s) A schedule of student and staff activities will be in place which addresses the physical, emotional, and educational needs of students.

Expectations for Performance
6.1 The STEPS teacher will develop, maintain, and display a classroom schedule which addresses instructional needs of students, provision of related services, and participation in mainstream classes.
6.2 The STEPS teacher will develop and maintain daily and weekly classroom schedules.
6.3 The STEPS teacher will use time and priority management strategies to develop and maintain the classroom schedule.
6.4 The STEPS teacher will include activities designed to address IEP goals in all domains of the STEPS curriculum (as described in Expectation 3.15) in the classroom schedule.
6.5 The STEPS teacher will include provisions for personal care, transitions, and other student specific routines and needs in the classroom schedule.
6.6 The STEPS teacher will include individual, small, and large group instruction in the classroom schedule.
6.7 The STEPS teacher will include use of all areas of the classroom in the classroom schedule in meaningful, age-appropriate ways.
6.8 The STEPS teacher will include in the classroom schedule instructional activities involving physical movement and movement of students to different groups at different locations within the classroom.
6.9 The STEPS teacher will include in the classroom schedule instructional activities which are functional and age appropriate.
6.10 The STEPS teacher will include in the classroom schedule instructional activities which are designed to promote self determination, choice, and risk taking.
6.11 The STEPS teacher will include in the classroom schedule instructional activities which take place in the community and other learning environments.
6.12 The STEPS teacher will include in the classroom schedule integrated activities related to speech/language, occupational, physical, and other therapies.

JOB FUNCTION: 7. Consult with regular teachers, related service providers, and involved social service agencies. Statement of Desired Outcome(s) Studentsí well-being and educational progress will be supported through consultation among IEP team members.

Expectations for Performance
7.1 The STEPS teacher will consult with regular teachers and related service providers to develop global statement of present levels of educational performance, annual IEP goals, service summaries, and student progress reports.
7.2 The STEPS teacher will consult with related service providers to plan and implement integrated therapies into instructional activities and classroom routines.
7.3 The STEPS teacher will consult with involved social service agencies to facilitate coordination of services provided to students and to solicit their input into IEP development and implementation.
7.4 The STEPS teacher will incorporate input from regular teachers, related service providers, and involved social service agencies into IEP development and implementation.
7.5 The STEPS teacher will make referrals to request assistance from the feeding and swallowing, augmentative communication, behavior evaluation and support, and physical safety teams.

JOB FUNCTION: 8. Prepare and maintain classroom materials, equipment, telephone contact log, and specific substitute instructions. Statement of Desired Outcome(s) Materials, equipment, and needed information will be available for use by students and staff.

Expectations for Performance
8.1 The STEPS teacher will prepare and maintain (with requested technical assistance as necessary) classroom materials and equipment for use in student assessment and instruction, including phones, walkie talkies, answering machines, and computer hardware.
8.2 The STEPS teacher will prepare and maintain within the classroom the following documents and information systems: current caseload information, posting of ESD/STEPS announcements, current student registry information, student records binders, asset inventory, STEPS Classroom Profile, class schedule, message board (for notices when all staff and students are out of the room), classroom team meeting schedule, and STEPS identification badges.
8.3 The STEPS teacher will prepare and maintain within the classroom the following documents and information systems: student attendance data, feeding protocols and logs, behavior protocols and logs, data sheets, ESY data, emergency packets, incident/accident reports, locked files (student records and medication), medication logs, toileting logs, records of related services, seizure protocols and logs, staff schedules, student schedules, parent communication logs, home-school communication (e.g., notebooks), parent permission slips, and substitute packet.
8.4 The STEPS teacher will provide current information to appropriate SOESD staff regarding the following items: staff working hours, class starting and ending times, record of purchase requests and deliveries, drivers license (for those driving SOESD or local district vehicles), and Internet user agreements signed by each staff member.
8.5 The STEPS teacher will prepare and maintain classroom materials and equipment which are real and applicable to everyday life.
8.6 The STEPS teacher will prepare and maintain assistive technology and augmentative communication devices for use in instructional activities and classroom routines.

JOB FUNCTION: 9. Communicate clearly and appropriately and make independent decisions within established policies and procedures. Statement of Desired Outcome(s) Professionalism will be promoted through effective communication and decision making.

Expectations for Performance
9.1 The STEPS teacher will demonstrate satisfactory verbal and written communication skills.
9.2 The STEPS teacher will communicate clearly to educational assistants under his/her supervision, substitutes, regular teachers, related service providers, and others regarding expectations for job performance and respective roles and responsibilities.
9.3 The STEPS teacher will ensure the confidentiality of student information in all communication.
9.4 The STEPS teacher will demonstrate sound professional judgment with respect to implementation of established policies, procedures, and instructional practices.

JOB FUNCTION: 10. Train, coordinate, and evaluate Educational Assistants. Statement of Desired Outcome(s) The performance of educational assistants will be directed and improved through training, coordination, and evaluation by the supervising teacher.

Expectations for Performance
10.1 The STEPS teacher will supervise and evaluate Educational Assistants assigned to his/her classroom.
10.2 The STEPS teacher will establish and communicate expectations for roles, responsibilities, and job performance to Educational Assistants assigned to his/her classroom.
10.3 The STEPS teacher will guide Educational Assistants assigned to his/her classroom in setting professional growth goals.
10.4 The STEPS teacher will provide opportunities for professional growth by Educational Assistants and facilitate their training by others.
10.5 The STEPS teacher will establish classroom practices and standards regarding assessment, instruction/work/community experience, physical care of students, behavior management, materials and equipment/learning environment, and child growth and development/disabilities.
10.6 The STEPS teacher will establish classroom practices and standards regarding communication, teamwork, and professional appearance and behavior.
10.7 The STEPS teacher will plan and assign tasks Educational Assistants will carry out in consideration of assistantsí strengths and interests.
10.8 The STEPS teacher will provide on-the-job training related to roles, responsibilities, and job performance.
10.9 The STEPS teacher will provide, on a daily basis, leadership and direction to assistants regarding the planning and implementation of the classroom schedule, instructional activities, individual and group management procedures, and training strategies.
10.10 The STEPS teacher will model, on a daily basis, individual and group management procedures and training strategies consistent with STEPS policies and practices. 10.11 The STEPS teacher will monitor the day-to-day performance of Educational Assistants, including the classroom practices and standards described in Expectations 10.5 and 10.6.
10.12 The STEPS teacher will provide corrective feedback to assistants in a manner that affords privacy and dignity to the recipient.
10.13 The STEPS teacher will share information with his/her supervisor about strengths and training needs of Educational Assistants.

JOB FUNCTION: 11. Establish and maintain positive working relationships with assistants, parents, building staff, and related service providers. Statement of Desired Outcome(s) Collaboration on behalf of students will be supported by positive working relationships.

Expectations for Performance
11.1 The STEPS teacher will establish and maintain positive working relationships with assistants, building staff, and related service providers to facilitate effective communication and teamwork throughout the school day.
11.2 The STEPS teacher will establish and maintain positive working relationships with parents to facilitate effective communication and shared commitment to achieving IEP goals and objectives.
11.3 The STEPS teacher will establish and maintain positive working relationships with employers and other individuals to facilitate community-based instruction and vocational experiences.
11.4 The STEPS teacher will demonstrate effective interpersonal and organizational skills which promote positive working relationships with others.
11.5 The STEPS teacher will function as the classroom team leader.
11.6 The STEPS teacher will hold regularly scheduled team meetings at least once a week.
11.7 The STEPS teacher will facilitate the involvement of all team members in meetings.
11.8 The STEPS teacher will provide opportunities for orientation to plans, report on student progress, asking questions, and giving input.
11.9 The STEPS teacher will implement strategies for mediation and problem solving and provide opportunities for mediation and problem solving at other levels of supervision when conflicts cannot be resolved at the classroom level.

JOB FUNCTION: 12. Participate in professional growth activities. Statement of Desired Outcome(s) A desire to learn and grow professionally will be demonstrated by participation in professional growth activities and classroom application of principles and practices addressed by those professional growth activities.

Expectations for Performance
12.1 The STEPS teacher will participate in professional growth activities provided him/her by Southern Oregon Education Service District and apply the principles and practices addressed, including NVCI, CPR, first aid, feeding and swallowing, lifting and transfers, seizure protocols, administration of medication, bloodborne pathogens, infection control, and hazardous chemicals.
12.2 The STEPS teacher will participate in professional growth activities provided him/her by Southern Oregon Education Service District and apply the principles and practices addressed, including supervision and evaluation of assistants, teamwork, effective meeting management, and conflict resolution.
12.3 The STEPS teacher will participate in professional growth activities provided him/her by Southern Oregon Education Service District and apply the principles and practices addressed, including IEPs, eligibility and assessment, extended assessments, functional behavior assessments, and behavior management.
12.4 The STEPS teacher will accept guidance from and implement recommendations of expert teams and classroom consultants in their support of the attainment of individual IEP goals, professional growth objectives, and classroom and program goals.
12.5 The STEPS teacher will complete all requirements for license renewal and professional development units as prescribed by TSPC.

JOB FUNCTION: 13. Comply with local district and ESD rules and policies. Statement of Desired Outcome(s) Relevant policies and procedures will be known, addressed, and carried out.

Expectations for Performance
13.1 The STEPS teacher will comply with local district and ESD rules and policies.
13.2 The STEPS teacher will establish classroom procedures to ensure that local district and ESD rules and policies are followed.
13.3 The STEPS teacher will establish and monitor expectations regarding Educational Assistantsí compliance with local district and ESD rules and policies.

JOB FUNCTION: 14. Perform physical requirements unaided or with the assistance of reasonable accommodation. Statement of Desired Outcome(s) The physical demands of the job will be met with minimum stress or injury.

Expectations for Performance
14.1 The STEPS teacher will perform the physical requirements for ambulation, fine-motor, driving, and lifting (as specified on the job description).
14.2 The STEPS teacher will demonstrate safety practices to minimize injuries to himself/herself, students, and other staff, including lifting and transfers and behavior intervention techniques.
14.3 The STEPS teacher will implement and monitor strategies for assessing safety hazards, removing barriers to safety, and putting into place practices to ensure student and staff safety.
14.4 The STEPS teacher will assist in the completion of accident/incident reports.

JOB FUNCTION: 15. Perform job-related tasks as designated by supervisor. Statement of Desired Outcome(s) Program planning and development will be supported by participation in job related tasks.

Expectations for Performance
15.1 The STEPS teacher will perform job-related tasks as designated by his/her supervisor, including submission of required reports and information and attendance at staff meetings and inservice training.
15.2 The STEPS teacher will participate in program development and planning activities, such as curriculum development and inservice evaluation and planning.
15.3 The STEPS teacher will participate in and cooperate with expert teams related to personal safety, augmentative communication, feeding and swallowing, functional behavior assessments, and continuing improvement.

I have received the description of performance expectations related to the position of Teacher-Mentally and Multiply Disabled. Teacher Signature Date cc: Personnel File




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