Common use of Head Special Education Teacher Clause in Contracts

Head Special Education Teacher. a. Special Education Head Teachers at the High School, Middle School and Elementary levels responsibilities include: 1) Assist in the development and management of a Master Calendar for IEPs and METs at school sites. If possible, a) Using Microsoft® Outlook® calendar. b) Combine annual IEPs and METs to reduce number of meetings. 2) Ensure that Sponsor Teachers understand it is their responsibility to create FBAs and BIPs if needed. 3) Arrange for IEP coverage for teachers in conjunction with the Administration. 4) Collaborate with the diagnostician on the scheduling of METs. 5) In collaboration with sponsor teacher, facilitate, write, and/or act as Local Educational Agency (LEA) representative/principal-designee at IEPs. 6) Coordinate with sponsor teachers and facilitate the submission of REEDs. 7) Schedule, plan, and chair school-based Special Education Department meetings. 8) Disseminate information to the school’s special education staff. 9) Provide assistance regarding special education laws, policies and procedures. 10) Coordinate resources/curriculum adoption and material ordering for the department. 11) Assist members of the department, by coordinating with school administration, technology support personnel and IEP specialist for technology support regarding all special education computer software needs. (Synergy, Microsoft® Outlook®, etc.). 12) Communicate with feeder schools regarding current classes/services to determine appropriate programming needs for progression to the next school level. 13) Assist in the development of the special education portion of the school’s master schedule. 14) Create a system for the scheduling of individual special education students according to their IEPs. 15) Ensure that all relevant and required IEP documents are delivered to Special Education Records or uploaded into Synergy. 16) Coordinate with sponsor teachers and facilitate the submission of ESY paperwork. 17) Complete and submit transportation forms for any student who may not yet have a sponsor teacher. 18) Update, coordinate and distribute class lists to Special Education staff. 19) Communicate with related service providers prior to the first day of school regarding their student class lists. 20) Assist the diagnostician with the compilation of out-of-district/state student transfer information. 21) Communicate with xxxx.xxxx@xxx.xxx to ensure accuracy of class lists. 22) As new students enter throughout the school year, inform relevant related service providers of the services listed in the IEP. 23) Contact the District Special Education Department when considering placement of a student in an Intensive Global Support 1 (IGS1), Intensive Global Support 2 (IGS2), Social Communication Support (SCS1 or SCS2 or SCS3), Social Emotional Support 1 (SES1) and Social Emotional Support 2 (SES2) classroom. 24) Attend District Special Education Department sponsored meetings and trainings. b. The District will provide a substitute for Head Special Education Teachers with classroom teaching duties. c. Election/Selection Procedure for Head Special Education Teacher 1) Election/Selection procedures for choosing all Teachers Leaders, including a procedure for resolving tie votes, will be agreed upon by the constituents before elections take place. Teachers shall be counted as a member of each team in which they teach. Personnel from each team shall agree to choose Teacher Leaders in one of the following manners: a) Head Teacher shall be elected by the constituents they are elected to serve. b) Members of the constituency shall select two (2) or more persons and submit names to the principal who shall choose a Head Teacher from that list.

Head Special Education Teacher. a. Special Education Head Teachers at the High School, Middle School and Elementary levels responsibilities include: 1) Assist in the development and management of a Master Calendar for IEPs and METs at school sites. If possible, a) Using Microsoft® Outlook® calendar. b) Combine annual IEPs and METs to reduce number of meetings. 2) Ensure that Sponsor Teachers understand it is their responsibility to create FBAs and BIPs if needed. 3) Arrange for IEP coverage for teachers in conjunction with the Administration. 4) Collaborate with the diagnostician on the scheduling of METs. 5) In collaboration with sponsor teacher, facilitate, write, and/or act as Local Educational Agency (LEA) representative/principal-designee at IEPs. 6) Coordinate with sponsor teachers and facilitate the submission of REEDs. 7) Schedule, plan, and chair school-based Special Education Department meetings. 8) Disseminate information to the school’s special education staff. 9) Provide assistance regarding special education laws, policies and procedures. 10) Coordinate resources/curriculum adoption and material ordering for the department. 11) Assist members of the department, by coordinating with school administration, technology support personnel and IEP specialist for technology support regarding all special education computer software needs. (Synergy, Microsoft® Outlook®, etc.). 12) Communicate with feeder schools regarding current classes/services to determine appropriate programming needs for progression to the next school level. 13) Assist in the development of the special education portion of the school’s master schedule. 14) Create a system for the scheduling of individual special education students according to their IEPs. 15) Ensure that all relevant and required IEP documents are delivered to Special Education Records or uploaded into Synergy. 16) Coordinate with sponsor teachers and facilitate the submission of ESY paperwork. 17) Complete and submit transportation forms for any student who may not yet have a sponsor teacher. 18) Update, coordinate and distribute class lists to Special Education staff. 19) Communicate with related service providers prior to the first day of school regarding their student class lists. 20) Assist the diagnostician with the compilation of out-of-district/state student transfer information. 21) Communicate with xxxx.xxxx@xxx.xxx to ensure accuracy of class lists. 22) As new students enter throughout the school year, inform relevant related service providers of the services listed in the IEP. 23) Contact the District Special Education Department when considering placement of a student in an Intensive Global Support 1 (IGS1), Intensive Global Support 2 (IGS2), Social Communication Support (SCS1 or SCS2 or SCS3), Social Emotional Support 1 (SES1) and Social Emotional Support 2 (SES2) classroom. 24) Attend District Special Education Department sponsored meetings and trainings. b. The District will provide a substitute for Head Special Education Teachers with classroom teaching duties. c. Election/Selection Procedure for Head Special Education Teacher 1) Election/Selection procedures for choosing all Teachers Leaders, including a procedure for resolving tie votes, will be agreed upon by the constituents before elections take place. Teachers shall be counted as a member of each team in which they teach. Personnel from each team shall agree to choose Teacher Leaders in one of the following manners: a) Head Teacher Leaders shall be elected by the constituents they are elected to serve. b) Members of the constituency shall select two (2) or more persons and submit names to the principal who shall choose a Head Teacher leader from that list. 2) Term of Office a) Teacher Leaders shall serve for a period of two (2) years. b) If the position becomes vacant during the two-year term, a replacement shall be named for the remainder of the term according to the election/selection procedure described above d. Procedures to Address Concerns: The following procedure will occur if there are concerns with the head teacher’s ability to fulfill his/her responsibilities: 1) The principal will contact the head teacher about the concern with the teacher’s ability to fulfill his/her responsibilities based on the Head Teacher job description. 2) If the concern continues, it will be documented and the principal will contact the support principal for support and training assistance. 3) If, after support is provided, and the concern persists, a meeting will be scheduled with the head teacher. Attendees at the meeting will include the head teacher, the support principal, the site principal and a representative from ATF, if requested. Termination of the teacher leader’s position may also be determined at this time. 4) The Head Special Education Teacher Rubric will serve as the evaluation tool to be used in order for both the members of the department and the principal in charge of special education at the site to provide feedback.